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University of Chicago Library 

GIVEN By 
BlsidePihi main topic this book also treats of ^ 



Subject No, On page 



Subject No. On page 




If a-'^L^ J f^cMA.a-»^ 



The University- of Ghioago 
Founded "by Jolm B. Hookefeller. 



Modern Bduoation in China. 

A DlB,sertation 

Sutoitted to th© S*aeiilties 

of the 

Graduate School odf AH "aiil T^lterstture. 

In Candidacy for the Degree of 
Master of Arts, 

Department of Bducstlon 



Chung Hsiian Tang 

Chicago 
June 1911. 



t , t:^ k)i £ ri is io 1 






22 



OUTIIIS 

i^- ^ ****** >»f * 

Introduetion, 
I, Historical backgroTrnd. 
II. The movement for ciodern ednoation. 
III. Social inheritances in educe tion. 
IV. The present system of education. 

1, Elementary educrtion. 

A. Elementary ediaoation for hoys. 

B. Elementary edxiostion for girls. 

0. Education for elementary teachers. 

2. Seoondary education. 
A. The middle school. 

3. Education for secondary teachers, 
^' 5. College educf^tion. 

i 4. University education. 
\J 5. Vocational education. 
V. Concliision. 

1. Seneral features of the educational system. 

2. Diffictilties and cfefeots. 

3. The outlook. 



■47 



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in 2011 with funding from 
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http://www.archive.org/details/moderneducationiOOtang 



Introduction. 

The recent adoption of modern education in Chins is imiciue 
and significant in the history of the world for three reasons. Tirst, 
the object ;of educational refora is national regeneration. Chin^ has 
clearly recognise" the feet that the estahlishnont of d constitutional 
government, a militr'ry and nyv&l rc^: ^ ' :atlon, &na economic and in- 
dustrial development are ".■'•' - oerflcial atructxirGS and will not have 
a permanent effect xrntil an intellectu-l foundation is laid in the 
training of the v/hole people. The school, is, therefore, nmdo a hasis 
upon which these various superstructures are to he built. Secondl:,/, tie 
new system of education is founded upon the experiences of other races. 
It soens that there are oertrdn fundamental principles for the improve- 
ment of the human race which are hoing- rocogniKed hy the v^rhole civil- 
ized world. If there is ever to he r. unification of the hujaan r^co 
there will he a unification of educational principles and practice. 
2'inall;;'-, the country in which this great raovement has taken place is 
the thing to he raost considered. Here is e. notion, that saw the rise 
and fall of Rome and Athens, It remains aa the only surviver of the 
ancient regimes. It is a n^.tion that has Ion:; heen 'tnown as eTtremely 
conservative, as a greo.t enersy to modern ideas, Ahove nil, the nation 
possesses v.nlimited wealth, a vast prea of territory, and includes 
one-third of the r/orld's total population. The oldest, the most con- 
servative, 3.nd one of the greatest nations on earth, is to he the 
nevyest, snd to exhibit a sudden change and tremendous activities a- 
mounting to an intellectual revolution. These three chnracteristios 
have attracted the attention of the v/orld. 

Invest ip.T:,t ions of the new educational laovement in the great 
empire have heen made by some v/esternors, who depeMing niercly upon 
their observation of external conditions of schools have brought back 
all sorts of conflicting stories. These foreign observers, for one 



reason or mother, genorally fall short In their attempt to give sntis- 
factory ana true f.c:30imts of the eduoationf,! situation of tlio empire. 
Undoubtedly most of tKeii had difficulty iiiii^aerkanding the tradition^ 
the ideals and the language of the country upon which one's inside 
vie^jv of things depends. 

It is the stteiupt of this thesis to present some internal 
features of these schools especially the aims of education and. the 
Gourses of study, without, however, going very much into detail. 

One import,siit fact to 1)3 noted is that the country is living 
in a transitional age, and that the present educational system like all 
contemporary institution, ie ver^ lUrely to he modified and reshaped. 
If any change should take pl.,ce. it would l:e in the rlirection of 
provement and progress wpoK-th,9-^:KiStlne state of affairs. 



im- 



I, Historical Baokgrotmd. 

If the history of edxtcation is to Ije regardea as an r,ccount 
ox the development of school systems and curricula, there is no need 
for anhistorioal haokgrouna for the modern education in China, for the 
transition from the traditional education to the modern is e revolu- 
tion and not an evolution. The schools of old Ohina 7/ere S"/ept away 
Tsy a single stroke, and artificif^lly replaced by a new kind which is 
too far for the Oonfueian school for any comparison. Hence vre find in 
the courses of Chinese schools of to-doy, v/ith the esrception of the 
classical and moral education, no historical connection with earlier 
courses. The whole set of modern ooixrses is hrought over with the nev/ 
system of national education from the «est, and therefore the history 
of modern education in China may "better he connected with oc-i6ental 
education, than \!7ith early Chinese education. 

There is, ho-;7cTer, no educational system that can he entirely 
trransplanted into a country without being modified "by local taste and 
needs. Social inheritances in education froni the "past tend to preserve 
the traditional features of the school and to make the now sj'stem, no 
matter hov; foreign it is, distinctly local, "'or this reason, the mod- 
ern schools of Ohina are after all pecularily Chinese although they 
are Kuropoa^j.J^; content and character. It is, therefore, the aim of 
j^his historical introduction to hring out hriefly some evidences of 
■ '' Q social inheritances involved in the present schools. 

Historians say that the Chinese nation eajae into existence 
one thousand years hefore Uome and /ithens. However long the national 
history may he, in studing education the national history can fairly 
he divided into five main periods, namely, the heginninj': of education 
under the Pa tr larch ial Government, the rise and development of Con- 
fucianism, the general decline in education, educational revival and 
the beginning #f the Bxaminrtion '.ij^tem end extreme literary formal- 



4. 



ism. 

1. The Iseginning of education imder the Patriarohial Government 

from the early times to 550 B. 0. 

In Yu '.hu (g2S5 B, C), th'e earlie'fet history, the 'beginning 
of Chinese edtieation appears. This history relates? that there was ft 
this time a minister of ins taction appointed hy the emperor to in- 
struct in the principles of p:ovorning- hitman oondiict. The present Chi- 
nese ethical teaching, which has heen the force for the preservation 
of the Chinese race and the genn of the Chinese civilization, might ha'^e 
had its origin at this time. Uan i;/as taught to love his parents and 
respect his elders. :Besides a rndimentars'' Icnowlodge of the langv^.^Qe, 
"rites and niusic" formed the chief suhjeets in the school euTriGtiliiiD. 
ilo one Irnovm exactly how "broad a grormd the l?2tter two snhJGOts covered 
hilt so far as we can see education was "based on political motives, 
Kites might havs meant the rules povarning the order of the npper and 
lower social strata ;?nd of ol3ers and youngsters in families and clans* 
This somewhat resemhles the learning of the capital lav7S of the colon- 
ies in the early Hew England schools. Music as tstight with the idea 
of harmonlEing the temperment of the people and of creating in them 
a peaceful attitude tov/ard the sovereign of the land. Thizs in the 
Chii D^masty USE (B. 0. national hjnans were sung to prsise the virtue 
of the emperor fWen ■^jang" . These two snh.jects have always heen con- 
neoteo and formed co-ordinated names in F>nj sort of Chinese writing. 
The present system of ceremony, which is the most complicated and most 
formal in the world, is a direct descendant of these rites, and the 
ancient form of music is still played in connection with the per- 
formance of ceremonies hy the emperor and high officials in. thdir an- 
nual worship of the heaven and the earth. 

The greatest interest dx.ring this period in the minds of the 
rulers of the nation vma the idea of st:at0 responsihility for ociucation 



of the people. This is conatantlv foimd in. prJolic dociHnents referring 
to the eduoation and especially in the raeiaorials a.na decrees af the 
■beginning of the period of modern eduoation. 

g, The rise and development of Confricianism 550 B. C. to 25 A.D. 
The feudalism preoeeding- this period began to s?/eep rvm:/ sahools from 
one corner of the Icingdoin to another. Princes of various "vasspl states 
revoltotl and the central government hecame xtmoh vieakened. They then 
l^egan to invade one another 'a territory, having no time to care for the 
education of the people. The system of puhlie ecltiestion was according- 
ly destroyed. 

In the midst of the v/nr cloud the great sage Confuoious v/r.s 
horn and "brought up. He was the first and greatest educator in Chinese 
history. Proh^ihljr no man in history has ever hp^d so powerful and un- 
"broken an influence upor. the minds of so grert s nuiiiher of people for 
so long a time a-S the sage. It was he who initiated private activity 
in education. It was he who first advoca.tecl that the schools should 
he open to all and actua-lly put in practice this precept. I'inally, 
it was he who comhined education with politics and rGligi0i\, (religion ii 
the sense of morality only), 

V/ith G. definite puxpose to perpetuate his political and moral 
doctrines he opened the first private school knovm in Chinese history. 
Scholars gathered from all parts of th.e country until the mim'ber re;?oh- 
ed 3072 ^ In his curriculum it is surprising to see how much there 
is T/hich departs from that of the preoeeding sges, '7e see also why the 
centuries following the schoolmen not only failcc' to develop this cur- 
riculum, hut even failed to res.liE:e fully its vtvlue. "e see why he was 
so S'lcredly rj.nd u:n-i^--'--'-'\l|ry worshipped hy his posterit-. He divided 



1. Hefer to tlie Corupiled Lee'— >: .,.vo-...u - ■:. 'College, Vol, I, 
pp . 33 . 



1 

his schools into t7/o departnients; one for gGnoral education and another 
for special training. The currio-ul' m for the first department includ- 
ed three pr.irs of s-ubjects, namol.3'-, rites and rrAisio, shooting- and rid- 
ing, and, classics and mathematics; these were- celled "Six Arts*,' Ai^- 
parently the aim of the first pair was mornl ednctaion; the second 
pair aimer! at physical edification, and the third at intollect-anl. In 
the department for special training there were fonr subjects; morals, 
prr.tory, government, and literature. 3tu.dents under his tr^.ining, 
especially the famous "seventy- two' hecame politicians, philosophers, 
educators, and social leaders, and at the same time preached his doc- 
trines as the gospel of truth. But unfortnmately they all presistent- 
ly over-empheaiKed the moral side of education. This soon degenerated 
into formalism, and ignored the other pa};ises of training 77ithout which 
education is not signifiGa,nt, 

It laust he understood in this connection Vnrt the Confucian 
teaching was not sectarian, nor fas it religious in character. The 
great;:.teacher and his disciples were primarily interested in humanity, 
and not in the future '-/orld. 'Shelr education ^as mainly to prepare 
men for the service of the state. I;f ?vas hased on a certain code of 
ethical principles, which are too oorfjaon place to ...oention here. 

The OonfusiFin teaching was temporariliy interriTpted in the 
"Tsin Dynasty (255 B. G. - 205 B. G. ) when emperor "Tsin Chi Usng Tiy 
the huilder of the Great Wall, after destroying all- the independent 
states and consolidating them into a great enpire, hurnt all hooks and 
some scholars alike. The re-.son for this destructive policy, 'asclBet 
forth hy Chinese historians, is that the emperor wanted to keep his 
people ignorant in order to perpetuate his dynasty. But his dynast^as 

1. Refer to the Compiled lectures of Two-Hu .Mormal Collpcre jni i 
pp. 3S. ■ " '-' ' ' 



Poon replaooa Iry the Han dyT>aBty ( 206 B. C. - 26 A. D. ) . A new era 
of eauoatlon now opened with the nev,- dynrsty. old learning was re- 
Tiyea and a ™^-i"iet.tlon of learntas t.-sed on Oorfuolanlso was enforoed. 

, ^^^,- .o ! -n-rfq of f^e nlnpire to reprofitJ.oe from 
SoJiolars were siiiainoned froia ell p^-rto Ox c.-e ui^px 

Memors^" aii-^tlie "books 'biirnt. 

This involves r, serious c:tie«tloii as to the correctness of 
the rep^Ta^^otion of the hoolts hy hi..man memory. nonftiaianimB might have 
been misinterpretoa or modlfiea. At anj rate education ^as_ henoeforth 
known only as knowledge ox mor^as and cl-^ssies. and the "Seven ^rts" 
of the Oonftislan school ^iJere nover ropeateci. t the end of tliis 
period there waa a general decline in education. 

Let it he nnderstooa once luore tha^ this period is the formu- 
lative a^e in Chinese history, politically, sooielly. as wefO'es educa- 
tionally. It is the period diu'ing which the inflnence of Oonfnoious 
terminated in the Chinese society, ^rom nor^r on Confueicns was n model 
teacher in all periods. !3onarch3 of the different dynasties taking ad- 
vantagG*^ of his doctrines that snhjects should ohey their sovereign, 
encouraged the people in studying his classics and reir^a-rded them with ^ 
titles and degrees of nohllity through a system of puhlio examination 
•baaed on their ahility to G^ponnd the sayings of the sage. 

5. General decline in education, 25 A. D. - 519 A. D. 

This heginnlng of the period coincides with the ^M of the 
han d-Tiasty and it extends to the heginning of the Tang dynasty. It 
covers eight dynasties with an average of seventy-one years each. • 
Ghtmge in dynasty in Ohina means a political revolution ana it may tnke 
years to accomplish it. Education can progress only ' .t^te of 
peace, -.nd conversely it is hound to decline v7hen a geiieral- ttoult 
runs through the courtry. cilhar state nor private activity in edu- 
cation could go on during this period, with the single e^coeptiow that 
near the end of .the period wiicn -ohuns-yen, the only educator 



...■/i u^ J. £j..^, , ar,), uj.i.)'oi\ ;' ' hnd over «' 

ay wonU ^aln an ©aay court life. Th® so-oalled noholar class luid 
..0 ot"h'©i* RiaMtion th^n to oultiTf'fR lltorrirj' forunllsffi dr oi-a-^r 1o 
writo deitiornlisoa piooea to plo« ■ ■ . - , ^^^^^ ^^^ ^^^^ 

cUl-.or onftr.f^ca in ^wr'e or left Igno ~ r.?.. ciacr.in. ilv therefor© tMs 
.,^-i-,,i rrka n preat retrosrresjior, 

^.* -;-:■' . ■■ . » 1127 ;,. p. " ■ "'"' '■ """•'' 

' ifcs porioa Is typioal of Vm GJilnese oiylllsF^tlrm which is 
exK.v>iowa 1.U llteratwe ?m(l philosophy.' It ^nsj in this period that pisi; 
lio ^'-otivlty rma private spirit in oduoat ion revlvea. it la In this 

^^^ml'thooTj^rm^ praotloe of r.e M.Pe v^ltho^tgh we do not have reoords 

.- sc).o-lv-. ■■' - - -■^^-v^ ^:.':'n tly separatee Itself 1-; • ■ ^olSen 

'.-'>:« .l-.i, ©nooJi^^boijfm ^;itii the Taag dynasty 6go~951. Onoo 
^•^"'' ■«ii>-!r.- v/aes ^ooKsoIlSated rysd poace ©nd ordor Gstnl-lloliod. 

the two iiTmdr«d and elshtsr-sevMi -ears f 618-008)' diirin^-^whloh' they hold 
1|io- tljroK® Ohlrfe waa ^proljably tho 'moat oivilisea 6mmtTj on rnrth. The 
a^est dfi^s of the Wmt mhm Hnropo' was wa?iapfod ir ' -nor^:n<!^ and 

aogradation of th® ^Ictdl© ^i^es, foraed t33,0 •,,,-■ 

vllVif-®0, difi^ri^tj^ ,ajia^o.^,_j,.^-^ ^ ,^ 

It v,-s at this tias f: •' ,,^ : , AKhxmaTml Je^pnnQsa atndents 
oroeaed the,^^(|a^ ana rcooiv,: ^loetion in th«B©' sohools. Bnt 

imforttinatolsr^ the eyste?:, ■ ■-jvtioB' f : ofrioos 

.^duoatlon 

vol. I, pp. 35 
■^^'t"o: ' .-. aofiivnocl T.Qott2ron fi^ ■■nllnrrn_ 



was primarily for litorar^/ oultivntion altliotigli topics taken in 
writing esaays were dlsoussions of sorae usefnl prolileius. ,, Tht^.'best 
poets in Chin?^. were all "born in this opocli. The exajsination system 
instit-uted in tads ©poch \v.?s th© national system of eclxiot^tion for all 
future oentiiiries tsntil 1904, ?or this reason eoueation in Ofcin;:i oonld 
never make any x^rogress 'beyond this stage. 

The second ej-ooh opened with the Sung dynasty 911 rnd oon- 
tinued to 1127, the evA of the period. The ec'i7.c&tlonal system in e-en- 
eral follOT/ec' that of the dynasty preceding-, hut on account of the in- 
fluence of Buddhisa, scholars Vi'ere g-reatly interested in philosophy, 
and consequently emphasized the content of the classics rrther than 
the formal side. ;' s the hest poets wero horn in the earlier epoch, 
some of the nrreatee philoBophers were the products of this. Theories 
and hypothesises on the origin of nature, the sources of matter, 'md 
the modes of plants and aniiaalB were v/orked out, 

Educationally, there i^as a theory Rdyeneec' that the hright- 
est would he good v^ithout the process of ediicr.tion; the mediocre v;onld 
he good only with it; --hile the dullest could never ho changed Toy it. 
In educational pr^.ctice, the following is a :fcypieal illustration. In 
the fnmous G?iU-shi schools there '"ere two grrsdes of education, primary 
or 'preparatory ,?nd special or prr^^ctical. In tiie prlranry, hoys were 
tuapht first of all how to clean house, how to ra^ster their conversa- 
tions. End how to serve their parents and respect their elders. They 
were also trp.iner' in roadJns- the classics dsn order to prepare them for 
the next grade. In the speoi?l, , they we^e, first j-equired to prr-ctioe 
what the^^ he.d learned in the primary and then trained to .govern their 
fr-mnics nnd state throujjh instruction in tlie clnsslcs. 

5. Extreme literary formuldsm 1127-1900. 

The systeiii of education hnndod dor/n hy the precceding period 
IS temper, irily swept away, fey the Mongol invasion at the heplnninP- of 



m. 



10. 



this perloa, but wore soon revived by the rulers of the FinF? dynastjr 
and magnified hy those of the Tsing, tJie present dynasty. "rahition for 
political distinction through literar:/ aolfeveTaent was so intense tbat 
the students were contented to saorlfice everjrthing else to acouire 
literary training. Some educators, especially in the middle of this 
period, did advoo-te eduoatlonnl reform snd rotually put it in prac- 
tice by establishing private schools in which some useful knowledge 
was taught; but they were easily overcome bj/ the time-honored-systGm. 
The general tendency of cGucation seemed going baclward. 

■11 schools were private; one schoolmaster genenaiy con- 
diicted a single school in .7hioh the nui/iber of piiplls V7a.s rarely over 
forty. Tuition was ohsirged of every pupil for the support of the mas- 
ter who depended upon these payments ?. living. The aim of educ^-tion 
obviously was literaiy-attiilnment so that the student might |)p.bs the 
piAlic examination for civil appointment. The only part that the gov- 
ernment played in education was to reap the fruit of the private school 
•by conferring degress and giving sppointments of the oandiar->,tos passed 
the preseriberi examination. Although schools v/ere foimd evory^:rhere. 
there was little opportunity for the poor to get even rudijuentnry ed- 
ucation as the economic condition of the people ;vas extroaely low. How- 
ever, there was a great deal of elementary education involving simple 
knowledge of reading and writing in shops .vhere youths either learned 
tlieir trades or .vere regular workers. This shop training had a become 
a universal practice and was the chief agency for the education of the 
.oor. Thus at the beginning of the n*!^^^ centur- -^e^.tion ^.as 
still in ft primitive form. 



rLc- 



11 



II. The IJoveiuont for Modern Education, 
fl) Preparatory Causes. 

The various oa^ases leading Vne Cliineee to eaat off their 
old ednoatlon.a system ^nd to adopt an entirely and untried one may be 
su^ed up by saying th«t it becaiae a political necessity. The proudest 
race in history hay never yielded its ideals and culture Tvithout j 
Btruggle. Some of the causes mny he tracea haclcwerd for many years; 
Professor Plyer^is right In saying th^t even before the middle of the 
last century it was gradually dawning upon the leading minds anion, the 
Chinese that in actual warfare their country was no niatch for forol^ 
powers. The first actual contest in which this becan^e apparent ^as^ 
the Opium Tar; and the events leading to the treaty of banking in 1842. 
5:hls 7;ar served as a hui^iliatlng lesnon to the few who .7ore willing to 
open their eyes and ^derstand the meaning of things. Chin, for the 
first tinae in history came in contact with the real ocoldent.l world. 

Bight years later came thf- 'i^si-n-ivifv -v-^v^TT-t jl-, 

..ue -.si-ping recellion the result of -.Yhich 

forced CMn. to rc.ognl.e onee .ore the ..porlorlty or -.esterr. =rta. 

^Ms rebellion «ev«3tatea the S^lre for ^oro than thirty .-e.rs -na 
wa. only ,„eUed .y foreign esslstanca. It showed that the ..sol.te 
.eee.alty of employing foreign «..«lon. and ..ethode of warfare, .he 
result w.. the eataMt.taent of r fe. .nitery and r..vy oolleeeo In 

Oanton. Poochow, ivuchang ond Tint^l--- «r,v? +•(• 

o -f^a xinx^m, and the sending of the flrs-t- det- 

-taent Of 130 atnaents to ..erlo.^ .t ,overn«ent e^en.e in 1872. ^,e 
latter s«he»,:wa3 atandoned after a short ex..erl..ent on .eoou..t of the 

contempt for western learning on the part of th„ 

i..ie part or tue government officials. 

She rise of Japan =nd the Ohlno-Japanese Sar m 1894 were 
fur .Her c.,„eea that bro^^ht aiout ednc.tlonal refer., .he victory of 

^' oSationriOOg! **"' ''°^™*' °' ^'^^ "• "t California, on Chlreae 
^. 'illiM's History of Ohlna, pp. 337. 



12. 



Ja.pan was -a great svirprise and hniijiliEtion to the Chinese oilnds, for 
hitherto the island einpiro had l3een tre&tec' as no hetter than a tiih- 
iitori' sti'te. It was a. tritamph of modern civilisation over the old, 
and China ?;as foroed to see the c??uses for the rise of her little neigfe 
hor, ?7ho htui r,. common origin in rrce and tradition with ]ier. The 
xrise men of the empire at the time unanlmousljr agreed that western 
learning vw.b the sonrce from v'hich Japan p-ained her strerg-th. The 
Imperial Pei-yang Universitj--!- ?^s it st?mds to-daj, the best institution 
in the country, v7as one of the results of the first oonBcientions at- 
tempt on the p^.rt of the governraent after the war to give to China the 
ednoation of the "'est. Two years later Smperor ivv/nng-su through the 
memorials of Kang Yu ^^ei, head of the reform part-, attempting to revo- 
lutionise the country/ in ?> day, issued p. series of famous edicts for 
B-ener.n.i reform. In these edicts education figures prominently. This 
reform p OTed altogether too hasty for the ancient empire to he.-r, and 
the result -^s-as only failure. 

third cause, which mny he added under the preparatory 
oauses, in hring ahout educational reforn. is the Christian missionary. 
"■I03t of the western writers claim this has heen the cause above all 
others in ii/iportanse. But in the opinion of the present -Tyriter. this 
cause is rpther indirect th^n direct; the Christian influence h^^3 heen 
exertine- Itself in education rrther in the gospel. Thie influence cm 
he traced in t^vo directions; one, is the splendid work done hy those 
men who fiv^t went to China as missionaries, hut later^ohmiged to i^ov- 
ernment service. Such ..en as Dr. 0. D, Tenney. D^M^W^nd imny 
others. Dr. T^rmej, an n,ericnn. 7/ho, as the first president of the 
Imperial Fei-y,np: University and founder of the oducation^^l system of 
Chili province, is the amn that China wishes to honor. lextjis Br. 

1. Bulletin Eo. II, of Pei-Yi',ng University Oluh, r>v, 14. 



13. 



Bioliara, an Eng-llslimarx, nov/ president of t/':e STiansi Univorsitj, doing 
a splendid educational wor'k. The otiiar dlreotlon in v/hioli the mission- 
ary infltionce is felt is throu.^h the Instlttitions estf-'oliGhed in var- 
ioiis parts of the empire. The infltzonee of these institutions ha,s heen 
effective and f&r-reaching. During: the last part of the l&st century 
the^ conYeyed to Chin:-', modern thor-ghts "by tmaslating hooks, snd dur- 
ing the early part of this decade they were tlie clief source from 
which the modern Chinese schools drew their tepchers for foreign lan- 
gusges and at the same time were the places that % g;reat inany of the 
Chinese ^outlis ohtnincr their preparatory education. 

[?hese preparatory causes pave-" the v;py for educational 
transformation, nnd China vms only waiting for another s'.ruggle hefore 
she would be willing to accept the new eduos.tion. 

fs) IiMiedirte cause since 1900. 

The da'.^i of the new century witnessed the birth of a new 
China,, and is tho chief event of modern history.' The memoriahlc year 
1900 when the vrhole "TOrld irnitcd in arms against the Pjoxer uprising 
ia the truning point in Chines liistory, educationally as well as pol- 
itically. The Qiiiperor and the doivager were pursued, the capital cap- 
turet"!, oonce;33ions granted, indeianitiy paid, '-ippology raade, and in 
fact the life of the nation v/as at the mercy of the invaders. It v.^as 
the greatest crisis tlip.t China has ever facei' in her four thousand 
years of national existence. After the Protocol at Peking, there were 
only two ways for her to go; either she muot go to destrAction, or she 
must reconstruct.. She chose the latter and hogan to reform every 
phase of national life. 

Education was wisely regtliKec"' as tho hasis of fill other 
reforHS. lamod lately after peace .vas concluded in the sane year, 1900, 
the emperor appointed a comvnission to draw up a nev/ system of eduoatioii 



14. 



In oonsG.iiience of the work of this commission, an edict was issued 
in 1904 directing the ['rovernors end viceroy's of the various p:"ovinoes 
to estr.hlish soh.oolB aooording to the ne'-7 sirstem, 

•The follo?;ing year, 1905, /witnessed another great evont, the 
■victory of J-ips.n over I^usaip. in Manchitria, OhinB's territor;^. Jr.pan 
proved to China Oiiee inore tliat her siiccetis v^ns not merely incidental, 
hut vyas definitely attributable to the vjostern learning. Japan's vdo- 
tory exoitef' the adciiration of the v/hole nation and at the ssine time 
gave China fresh encoujragement for learning the western civilisation. 
The a;o,_.t glorious institution — the pnhlic ex^Kiination s^'stem hp.sed 
upon wriiing forcal essays on themes, vrp.s flnrll-y p.holishefi, nnd the 
Central Board of Sdi^oction, hesd of educ8.tion?nl pdalnistrp.tion of the 
empire, was estahllshod. The disappesranco of the e3ceiElnrtions marfes 
a great revolutionisation of Intelleotual trg.inlnfr and the creation 
of a new hoerd earks & definite policy of the state for the educ-^tion 
of the people. Henceforth the needle of the coTriibnss of the empire point®! 
steadily in the direction of progress, 

A third im-.'.edi;3te cause lay in n fer? progressive men who 
appeared among the higher officials. The most influential of these 
ahout the time 1905, wore Yaan-skilr-kai, Ohang-chl-tunB', and Ohen- 
chiian-hsuan, viceroj^of Chili province, iiu-]OTang and Two Zwang res- 
pectively. IncidentaJly one was stationing in the north, another in 
the center and the other in the south; and through their influence upon 
the neiphhoring- provinces the whole of China was affected. These men 
united with one voice to brinp; shout the aholition of the exanination 
mentionef: ahovc, the ^.%dest attcnpt ever made by Chinese statesmen 
in modern times. They strove with r^i^ht and main, and with great 
success, especially the first t^o men, in estahlishln? schools and 
oolleges of rll descriptions ..t Tintsin and Wu-chang. As Professor 



15 

FlS'er sa^s, these and other less prOiXiinent Btatesnien p.nd. patriots 
have represented a i/iight influence, and have fought against odds In 
opposing the reform party h??.; won. 

The raain foatirre of the whole nioveffient for modern education 
is strue-.:le. "^^ven rafter t-c opulai war and the Ohino-Jap^^neae w-r, 
China did not imderstand whj her ^loriouB civilization should be mod- 
ified o.nd a new oivilisat Jon. which t^as Gonsiderod good only in the 
arts of -riBT, shorJd he introdixced. Onlj after ihe complete failure of 
the last Pttenipt to overthrow the ne^ civilisation in the Boxer np- 
risino- aid the sleeping giant of the laot be-in to wake ivp from the 
eentnriee' dre..m. The movement T^as fiirther haBtened hv the thander 
of the T^UBsio-Japanese v.<-r. Thus the transform ition of education in 
China is honght hy hnmili^.tion and hlood. 



16. 



III. Social Inherit.ance in I^ducation. 

Having slcetohed briefly the historical 'baokgroi-md a.nd the bo 
movement for ijiodern education, we •;.rG nou ready to analyse soiae of the 
social irJaeritances from the past which are the most important feotors 
to "be considered in oonj'iection with the od.txcation of the present and 
fiitiire. [These inhc:fited tendencies t'^re either a sonroe of inspiration 
of troTJ.'ble to the odiicatorB '.nd administrators in modern education. 

(1) Social respect for education* 

Social respect for ednoo.tion is ohovm hy the pocition held hy 
the scholar class. /. s educo.tion combined "Tith politioa nnd religion 
(religion only in sense of morals) the scholars throngh the whole 
covirse of history have hcen the Q^K^cers of Irw ,and e '-not loners of morals 
2]hey 7/ere decorated 7;ith de:;rees and titles rnd honored ?/ith the first 
rank of the four social clt bbcs in society. The-; formed an intermediate 
Glass "between the government r-nd the people. The former depended upon 
them to preserve the peace ?\nd order of the country and the latter 
looked upon them as their defenders r:nd attorneys against injiistioe on 
the p;irt of the goverrjiient officials. In fact they hrve been the 
reel rnlers of the nrtion. 

In this connection it is interesting to note the recent move- 
ment of the Christian mJSBion to evan^elirre Chlnf. thro^^gh the stTidents, 
The indea of the missionaries ic trnt if there is ever en ev:^'nR-eliKaticn 
of China, her students must he captnred, t'nnt It is through them that 
the greet mass of population ■'/ill be eaally cau;-]it. This suffices 
to show tho status of the educated men. 

This tremendous socisl respect ''"f Or' the scholr>.r class has 
an Important effect upon the wor'klne: of ©'"uoational forces. The high- 
est ohjeot of life is to ho a scholar. In tlie ^irsli Chinese" P.ender, 
there Is n,n exprosslon , "Others' mfi#*'heruest to their children a trea- 



17. 



sure of ;--old, hvit I prefer to le- ve my sonsljao^OOK Henoe llliterac^r 
has alvira^s iTeen regardoa tl.e most ra:!fortimpte tiling: In life, and the 
illitei-cte mr'.n is lookeci upon aiost dangerioiis eleLient in society. It 
is truer- |li|i.-t there aas been ana atill is and will be for soae time a 
l."rggr;pQrceGtage of illiteracy in Ohina, "but it v;o-ald never be :: will- 
ful negligence of anybody ~o laave 'GhGir sons nnednoatGd; the falltire 
in ed-ilcation Was'-and is dne r&ther oitlier to the faot that aohools are 
not ao^easible, or the poor eoononic conditions of the fniiiily. The 
nev/ sydtera of eduoataon ,has made the loonlitiec responsible for open- 
ing free and imiTers;:! elernontary ediioation. if this provision could 
"lltlStAred ont extensiVGly, so that schools conld be nGCosslblc geo- 
grriphieally;,®;^ virell as finsnoi:^lly, there is no re;::,son to believe that 
China will not be the best ed'acsted nation in the world. 

XiE) The idea of st.: to Seaponsibilit^v in F^dncation. 

It has ali'fays-been hiatorioally true th^.t the Chinese govern- 
ment directly or indir;otlj^ controlled etjucation* In the first find the 
fourth periods, we have seen the state directly esstj^.blishin!?: schools 
or ordering their ostablishaent in districts, contlcs, and villages, 
and we jieve seen also in the 6ther periods that stats activity and en- 
Qourar.-eirient in education were manifested indirectly through o. public 
systeiii of exaraination, although the system affected only a. liraited 
ols.ss. In conse.-.uencG ox this, v?h&n the period of modern education 
ca.?iie, the govsmiiient folloved ics liistorical precedents in a natural 
■.yay, and recognised ■■.tJ).^,-.iFespon!3ibi'lity of the state for th® ■ ed'^oatlon 
of the people. The whole eduoationnl system is organiiiied and controled 
by the centrnl governm.en%-:ana. -ti3;©;pi@!Gl.p:ile'iSfe.ox7 no aigh of protco't a- 
B anst thia e^^treiUQr centralization. 

II.;noe in the nev; aystsin, all laws ooncerniiif?' .^the function 
of r-ll eduoationrl officials from the elementary school up to the unl- 
versiliy and tholr relations to each other; the conduct ©1- -toaohers and 



18. 



pupils; the ooiirse of stxidy imd the length of the school :^ear, ana 
even the style of imiform and dress of the piipils are tirilformly and 
definitely Inid down hj the "Boarci of Bduoation. All administrctors 
and teaohers in the gOYornment schools are presiuaalJlv/ officials of the 
government. Piirthormore, tliGoretiorlly, no school is nllov/ecS to open 
•^'ithotit the oonsont of the government; and the Ir.tter cmi rholish any 
private school If it sees fit. 

(3) Ednoation jmd politics h^^ve heen comhlned. 

The f-anotion of the school vs-as rserel?/ to prepare men for pol- 
itiots, A man puislnf?, n higher, education was eic^^eoteci to heeome an 
official. This develope" the systera of pnhlio ex>.;iaination hb we have 
seen. This system of esranri nation wonlcl not have heen had, provided 
it had heen carried out as is the civil e'xnraination in ^;ng.-lsnd and in 
othor Goimtries. .But as it rrs.s hesed only on 8hility to write formal 
essays, requiring no professional or teohnioal tr84nlng or lcnov.rlei1ge 
on whiel). a man '.'roiild likel'/.if not entirely, d.epend for his sucoessful 
public career. 'lenee the systeti certainly -vvas undesirs.hle. 

This historical inheritance h&s an important effect upon the 
working of modern education. Since political distinction vms the only 
mea.ns hy which a man could l-.ecorae eminent in society, and ^:■.ll other 
hones occupations were ac-:ordingly looked down upon, there has heen in 
China only one path for disbinction — officirldom. 3o vrtien the sys- 
tem of examination was aholished in 1905, students were hitterly dis- 
appointed, in their aims for their hope for destinction was destroyed. 
Go strong was the estahlished custom that the p;overnment hrd to pro- 
vide degrees for graduotes of all schools from the elementary to the 
university, for degrees represent licensea for governmeiit offices. To 
ohtaln these had heen the chief aim of the students of the modern 
schools untiikl -very recent days, oteps now have heen tnken hy the 
government to stop the vSiving dif degrees in order to encour^.p-e indust- 



19. 



rial aevGlopmen-t snO. other professions. Just a few montlis pgo, the 
Loe.rd of I^faioation preser.te? r. meiaoripl to the throne that no decree 
he oonforred iipon graduates of the schools founded pfter 1900. This 
is a turning point in the history of Chinese education, heoause it 
opens the p.^ths of distinotion for industrial nnd profess ionr,! men for 
the first time since the oeginning. But the long estahlished relation 
of eoverraaent office to educr.tion cen not he hanished ',7ithout frirther 
development, c.nd it wjll, therefore, t-l-re some time to sep^rnte educn- 
tion frora politics. 

. (4) Through the fSaole oovjrse of histor:? education in China 
i^D..3 heon secular, heing interf erred with hjj no ecnleBinstionl or re- 
li.orious influence which wns at one time so imperative and dominant in 
the development of Jhoropean and >'.merican education. Confucianism \?as 
not in any sense a religion; it v/ps merely d morpl dode treating; the 
relation hetween aan and "man in societ;?, ^nfi therefore denlinp priiaari- 
ly rith the world present, not the world to come. This is an unfortu- 
na^te circurastance in national development. Had there heen relia-ious 
inflTience in Chini'', education might have heen better. She church '.vas 
t}io center of learnino: in early times in Europe, and the Reformation 
created ths idea of universal ed'acation which Is really the corner- 
stone of tile modern v^orld. kvLdh more the relii?ious societies like 
the Jesuit in '/Europe and the sooiet;/ of the Estahlished Church in 
.nsrland have done invaluable service for the educa.tion of the poor 
and thus laid the foundation materially and intellectually for modern 
schools. Judged by these analogies, the laek of religious fruidence 
and inspiration oii the part of t^le t^-^hool >-\^n In ■chTnA is - serioas 
defect of the race. 

One cannot expect to find a religious atmosphere in the 
Chinese schools of to-day. r.ealjsinf: this defect, the government has 
provided the Imperial Code of 'Education and rer^-'-tec! --'-yn nr^ • ■>-in 



20. 



in various edicts, a compixlsory -.vorship of Confucioiis, a presori'bed 

teaoxiiiiv^ in mor-als, raid n elaborate system guiding the oonduct of 

"both tcf?chers and pupils. These three lines for the development of 

ch'-racter are presumalMy used ??s o suliRtitute for reliaion. 

i 
(5) The social classes Svf the school. 

■'s we li'dYe seen there- arc four social classes in Chinr. 

the scholar, the farmer, the artisian, and the merchant — v/hich have 
been dovelopea from time aiflmemoricil. But it must he understood that 
the;/ are urilike the castes of India, Vifhere there is no chrnce bo cross 
the fcoundr;' of casts. On the contrary, in Ohina the lowest peasnnt 
ot^n hecorne the highest riian of the emi">ire . 3f his ahility warrants it. 
In practice, howevrr, there- is •■ tendencv for the son to continue his 
f.^.ther's oocupction. nence the presort tendency 4s to have separate 
vooationsl schools for these elfsses. 

(6) The grefit empiioEis on elassios. 

Yio other people in history emphfsied classics more thpn the 
Chineoo; no ratio::: inherited so rich a treasure of literstirrc rs the 
ancient empire; fin&lly, no st"idents Tiere more feiliar witli ancient 
poetry and prose than those o;"" the Gonfucir.n school. It is not he- 
oause the Chinese were born literary people, but because edu-cation in 
China has been one-sided-classical teaching was the chief function 
of the students. 

With siich an inheritance from the past, if one is not sur- 
prised to find latin and Greek, frujt of the I ;ennai stance, holding 
the foremost rank in the ourriculiTra of the old ts^^c of second&ry school 
in Europe and America., he -"ill certainly not vronder at the Confucian 
clrssics in the modern schools in China oooupying a Isrge part of the 
Students time. 

(7) So co-eOucstional ider? has ever been devoloped. 

In the first place, education i7as considered a mrn's business 



21 



only, and \'iroinan s'co-ald "be ooiifii\sa to h.otisehold management. Schools 
for girls have lieon a rare thing tJJitil the 'beginning of the period 
of jQOdorn ec^xio-ution, when the Ides developed t]iat edi:ication for ■'jromen 
is rj direot -raator of a nntion's strength. oeoondly, it is the ideal 
of tho r?ce that ;;he two aexos should not he mixed .'-t the age of piih- 
erty, as Oonfiieioio-us says, "An intercourse hetween wen ?nd v-omen will 
not approach to propi'ietyV Hoiioo to-day even in the eleiaent'.ry ediioa- 
tion hoys and .^rirls .?re not allo'tTod to go to the same aehool. Ii: not 
the est; hllGhed custoci, there wonld ho no reason psyohologio.il, soo- 
ial, or pedssogio:'! to Beparate the tvifo sexes in the elemonta.ry ^ohool, 
(8) Uniformity in edncation through the whole empire. 

'u'ith the exoeption of the Tiheriens, Mongols, and the Tnr>:- 
eBta.lns, in the territories, the. whole Ohlneae raoe in Chinp, Proper, 
that contains the main part of population, is a great homo£i:eneous 
niass oomiaon Ik origin, In traditions, religion and polition,l .affinity. 
There has "beon, therefore, no necessity of deinanding- different hinds 
of edno'-ition for different aeots or different parts of the country'. 
Everybody was taught the SGfflG snhjects. The result was that no iTiSt- 
ter )tow great the divergerce of loc&l dialectcj and oustoms aight have 
"been, a northerner eould he perfectly understood hj his f ellov.' country- 
men in the aouth biirough his v?riting wlrlch is the cbnanon eTrn-eesion 
of the whole race. 

'2hlB idoe of uniformity in education,: th£..t everybody should 
learn the same thing. has influenced greatly the .f rimers of mo&t'm-^: 
educational system, i.-ll sclioola rmdor tiie common roof of the p:reat 
empire are m-.de luiiform in uuildin.>, in curriciiluiu, in the lon£,tli of 
different courses of 3tudy, in the iriethod of teaching, in text hooks, 
and even Ir, dress and uniform of students. 



22 



IV. The nodern F-duc&tionF.l System 
The iilixi of Edtioation. 

Since the keynote to the edtioo/tionsl t ran sformr lion in China 
is nationetl regeneration , the aioiG of education will notirrrllv "be 
training of oitiaenship, cspeoialij tJic-.t particular type -of oitlj-en- 
ship suited to the needa of the time. Politic:^',.!, social, and econom- 
io reforms are co ho Oo.rridd out simxiltaneously. 0?iina. neofis to 
call upon every citi2;en to defend her in her national emerj-renoy. 
She needs a great army of puhlio-spirited raen to aid her in general 
intex-nal improvement, Ahove all she need;.- to dovclop her resources to 
BPve her from starving-. These three rastin lines of development deter- 
mmiftg' the ikims of education, and Oonfucir.nisra, semi-stato-religion 
of course, vfill he center of all. 

The edict' on the aims of education declares: "The aias of 
education shi-ll he fivefold; nemely, (1) loyslty to the sovereign; (2) 
reverence to Gonfuoious, (3) cultivation of public spirit; (4) devel- 
opment of malJt5ial spirit, and (6) learning baser on prscticahility',' 
'■For the first, there will he a cloiie relation ■bet7/een the sovereign 
and the people. Every one miist under stanrl that the love ox his coun- 
try is tiie chief force operating: for the preservation of hie family. 
For the second, there will "be a right learning 'based on moral princi- 
ples for tjte salvation of the v/orld. ?or the third, every luan Eiust 
possess the spirit and tlie strength for social co-operation, i?or the 
fourth, every man must have a Uiilit-.ry spirit and inclination on V7hich 
the preservation of the state depends. Finally, for the last, the 
study of agriculture, engineering, eornmerce, ;^nd other indTi.strinl aub- 

^' Tit^^i'^V"^^il'K°S ^^''■~~^''' (Oenu.-a Looxd of .Sdi^cation) ITo . II, p. 1. 
{Kv;ong Shu, 32nd Yr, or 1906. 



23. 



ects shall be encouraged and proraoted with the view ox improving eco- 

nomio conditions of the nation,- nnd the people',' 

The entire edv.c^-.tlonnl system is forimlated through the in- 

terpretetion of this legal provision. The spirit and iaeals of school 

texts ffl-ust conform v:^ith 3t; every ?overrjnent seliool in the empire is 

recpirea to have it >7rltten in a fra.Ked piece haasing.on its T7all; and 

finsll7 It serves as the P-^ade hook for the teacher and the entechlsm 

for the student. In the • this provision hes heen practically 

carried out. though to some extent, there has heen an over-emphasis, 

on iallit:;ry drill in «li t"np ■^•■■^-^ar- -' ■ - r- or.Ti-^nT -..r ^^ ■^. 

— ■ ■' ;-i-"-c ,e bcii-ooi --nci sorae sacrifice 

of acRdemie interest for industrial traininj^. 



24 



The %st0ffii of SolioolB. 

The sie:nif icance of the sjstem of schoolo In China, is in 
that it is a comhinrj.tion of Ehiropecn, ■mericj.m, and Aslatio S3?-stems 
and. It is the most coraplete one in the v;orld. It "begins o'ith the 
kindergarten, -inclhdes the elsicentar:/, the middle, school, pnd the 
hj-^her school, snd is orcime" "'fcQr the nniverslty. TheVkinderga.rten, 
hov/ever, h^s heen regarded a.s a lioxury and rs e^rperiuient?--! in nature, 
hence the provision for its ostRhlishmont lias hern' carried out only 
to s very limited o:vtent, iViost of the institutions of this kind in 
sone large oitiee are heinp lovmded dj philanthrophists and rel^p-ions 
societies. For the present, t};e aysteia ffiin,' 1.7611 he said to hogin 
with tjie element- r;i' aohool vvhich is divided into two courses; namely, 
■he lower elementary and the higher elementary, five years from pge 
aix to eleven fp.r the former, and froa; eleven to fifteen for the lat- 
ter, "his form Qif .elementary ednoation is directly copier' from Japan, 
''.ioh in turn had .par^tly tro.nsplantcd it from the United ^3tatea .-rnd 
, d worked it out with a., s^eat sxieeess. For girls thcro are sopr.rate 
element:-~.r3^ schools whi.oh like hoys' sohools are divided into two 
coti.rses, the lov;er elementary and tlie higher elementary. In the 
girls' schools, each division covers four years. Sccondarj^ e'.Hication 
is found in the middle school, which is a compromiso between ''^.a'lerican 
iiig^ school and the Sermtin gymnaaiUJEi; in character. After finishing 
this secondary school, the students pass to the higher school 7/1 th a 
course j.cj;^ ;.„ three years, which is striotlEr preparatory to the universi- 
ty. This school is similar to the American colJege, preparing stu- 
dents for professional vrorh in theology, l.au .aid medicine. "In.'-^lly, 
.JtJhe system is crowneo hy the ixniversity conto.inin£; v. gcroup of pro- 
."esisional sohools the coiirses in v/hlch may be three or four years, 
rjiis is distinctly nn institution foilov/ing the German,^" ^ *'""'"" ' 



25. 



Tliia elalDor^te and complete system of schools reraiiring 
tTjenty or more years to pass from the oleraentary school to th-e Uni- 
Yersity, is completed 'by ??, very limited group. Stiidents maj "brenk 
away from this lirJ-r ;--.t the end of a oohool of ray grade. In providlnfr 
a further eaucation for those ^?]!0 are not a"ble to follow through this 
reg-ular aysteia, there are ys.rious kinds ox vocational soliools of dif- 
ferent grades. Tjiere are three elj'.s3es of vocation.r.l achools, lorver, 
the middle, and the kigher each with a course of three years for grad- 
uates of the lower elementary scliooly^ 34«Tit^rriiy^-j — ther e r-.re a& kaxriis 
fer^ : r - a - du - f i -^B— of the higher elementary, and of the midtllG school res- 
pec tiiroly. 

ThiiB ohildi'en of poor parents on finishing the five-year 
elementary course ciay have an opportunity of learning various trades 
In the l0';7er vocational schools; those of the families which are in 
fair economic oiroii-rastanees niay go through the whole elernentvry edxi- 
cation heforc entering rny specisli?iation in the middle vocational 
school; those of :voll-to-do can pass to the higher vocationel v.'.!»lch 
is a semi-professional collsge sfier finisliing the seoondars^ educa- 
tion; and finally ODly the rich will he nhle to a-o throiJgh the Mgher 
school and the university. 

In Eia.tters of financial si^prort, there are three classes of 
schools running, par:-'llel-ly» 'i'he first class is composed of govern- 
:':'■:: Gchoclb, snp; ortou l.y imporifl or provincial revenues; the sec- 
ond, nmnicipal schools, supported 1-y local funds, endowEcnts and suh- 
soriptions; -nd the last, private schools, carried on hy one or more 
"|)rivate pe-rsons. Mimicljaf ill ties and private persons hrve shoiTn their 
great activities in orgfrnisaini?: and financing the eleiaentary schools, 
whiife those fi.hove ele.raentary gracs' .ostly supported hy the govern- 
ment. 






Tho folloi-jsing difeS^rRm 'Sliore --'Ife^© aiffsrentiation of schools 
for Alfferont elaSBes* "^he fljfffjrer. tint ion bGnira nt the rnd of the 
lower Gleiaentairy sci'iool. ^ho "blue shaded portion represents voc-'^tional 
edtiqatlon, wIlIIc ';1\o red — iralvera-l. matter ^sinc- each 

or ^:hc colrxans, ' .Titrlroly left to parents, to '3eo"l(le, l'??.sed upOTi 

■aonomlo level. 



1-6 ^^ 



^ >5 

I fn 
O 

! CQ 

I M 

ft 

I E 

o 

o 



11- 
11 



15 



-_.,- ^ y\ cr? Y 



200K :-i~dl:^ do 



(Hofer to th© imperial Oode of F.duoatlon, Vol, II, p, 57 )« 



27. 



1, Elementftrj- iSdiioation. 
A, Slementory Education for Boys, 

1 

The aims the loi-vor elomentary soaool sre i'oir;;xold: : to give 

t.h.e fundp.ment 1 toi owl edp.-e of ma.n; to instruct in moral relationship; 
to cultivate patriotic spirit; ■■■>n<!l to help bodily growth and health, 
Ohildl'en of the a^e of six of ;?t,ll fo,i7jilies are admitted xfithout any 
consideration. This educ&.tion is intended to he free, universal, and 
compulsory, hut under the prcse.!',t circumsto.nces these expectations 
cannot he raet, FlnMnicial difficulty in adiainistretion hns cauBef- the 

school to ch_s.rge each of its pupils a tuition of from thirty cents to 

-. 2 
sixtj cents a month, J'^ecause of the same difficulty, schools of this 

grade fire mostly confined to large cities, and therefore K'lve not heen 

acoessihle f ir.9,noitilly pnd geographic oily for orjildren of poor f?"Eiiliea 

?inf^,lly, compulsory attor<d;incG '.Tould bo difficult to impose ujson all 

children, chiefly hccau.se the rer-.son mcntionec above that the schools 

are acoossihle only in a limited extent and beo&uee the eoonomne level 

of a great maBa of people is extreciely low, Also "taecausR of Inch of 

rde(iuate aohool cenvSiis and an efficient edministrativo mrohinery. 

.'..oxTover, woeording to the present tendency of the governjaent , the com- 

pmlGory law will he put on trial next year in ?ekin,^, the e-.pital, 

Y/here the oportunlty for education is greater than elsewhere, end 

"•radually exterded to various provinces. 

The course of stiuiy in the loxmr elementary soliool is most 

difficult and the iLOst complex prohlcaa of the v/iiole educational system. 

It d 0:^x10 -^'t^- - r—'-f- '-S3 of population t].-.t v.ill find in this tlislr 



1. Imporiol Code of Kduc :tion. Vol. TTI. p. SO. 

£. IMdj, p. 39. 

S. The Yearly Pr0gram for the Constitutional "'r c; ■ rrxion. 






X%1 -"hit iM^V - - ' >- "a 

i@iira3.li* 0lii«il®»; c^X^JS^ist* i:^r1$tettt#t 5^Si!t#rF* f^^jt^fsf^*. |s.?Jt«x;:•- 
.:-;:a^'■a1%l f0-iim0tia^,{53§^ft ©«^»4.@=5 oT®r ft?© fmsm* ttm% Wn% it iM m$ 

- nf f di!«%. 'tMa el«Kt^:t5ar?: '0fewi:fi€^i^' f&y J!l^# :«?«^i ,:jvmi %«■ imr^. S: tank:!?* 
,h# athar tlix'«#? ytfvyji, l«?-:Tiir<,; ;■ ■sto^'i'^ '§«s®^?>^^? «!=nd 






T^^it^ft^ta'TO, to the i^fiNsot 



■SiaaiiBBSiiBBSiiS&iiBsaai 



£9. 



Stipport ana. for the poor to n.ttend, while the three-year-course, on 
the other harxd, hf^s he:n too 3hort -..nd inefficient and tliat the esls- 
tsnoe of the three ooiitgos side by side and giving f^hsolnte freedom 
to the coEisi-iHiitv to choose hrs oaased s^ore confv.sion than convenience. 
The hor:rd, therefore, recoimricnded the aholition of the tivo . coirrsrs and 
the continn-tion of the foiir-j'ea?- course with sotae laodification on 
■week hotrcs, aeaiinishing.from.- 30 ho-ars per y/eok to £4 for the first 
tv;o 3rea:r^ -and from 36 to 30 for 'che Irst t'.vo. 'Ithoufih this chK.nge has 
alre^dj? been sanctioned l)^^ the throne snd hecame r- law, it is not jet 
p-it in foi'oo, ind the present system, th/it is fiie three co-arses, is 
still in existence* 

'The "prnsent G'^rrioiila for t}.--© covrsey ore*, for the first 
course {five yoaro) i-aorcla, classic^., OhinoGe, arithmatic, and P:ymri 
nasties, rox- the other tv,-o conrses: clftsaios sre left ovh.,, ra:ilc 
soixiG laao.vlecge of history, oeography and nattsre-stud-j arc Incidentalls^ 
included in text hoo'kia for I'es.c.ing, Itiisdc, Ir-nd -Trorlc, or oarvinf^ may 
he rdded as elective 8 oy cutting oni: 2 hoiirs per we,©fe froiB any of the 
anhjects, 

The foilov/4Bf^-a-pe--the year-profi-rams for tli©— tlircc co-arsos: 

1 

Ti-blc i. a. ive-:,'ear — Ou;ii;jlete Oonrso. 



liO. 

7irot Year i'o. Ho:J.rs Second xr. Hour 3 !I'hird Tr, 

xiors.ls 2 Morals 2 IkjTtils £ 

Ghiness Language 18 Chinese Lang. £4 OhineseLnn,^. 12 

ArithMetic S Arithmetic 6 Cl^.j^sios ; 12 

(Jj-uiiivstics ■ 4 Grymnasiurri 4 i.rithra^tic 6 

CJy-ijnvv^tics ^ 

Totals 7jQ S6 536 



2*0urth Yr. Hour-; Fifth ye;,.r hoLu^c 

^^MhUa Ig Classics 12 

Chinese hanp.lE Ohlnesc I^•^^rs•.l ;■; 

— ithuietie 6 Arithmetic "' '5 

gymnastics _4_ Gymnastics 4 

totals 36 32 

I. Imperlnl Ooae of l^flu. vol. TTT -p. ?>?. 



30 



Talole II. Foxir-Year - Short dourse. 



First Yr. HoTzrs*'Second Yr. Hours ^Third Yr Hours* Fourth Yr Hours 



Morals 3 

Chinese Lang. 18 

Arithmetic 6 

Gymnastics 3 

Total W 



Morals 4 
Chinese Lang. 2^ 
Arithmetie 6 
Crymnesium 4 
Total J6 



Morals 4 
Chinese Lang, 22 
Arithmetic 6 
Gymnastics 4 
Total 3^ 



Morals 12 
Chinese L. 14 
'.rithraetie 6 
Gymnastics 4 
Total ^ 



TAhle III 



Three-Year-Short-Coui'se. 



First Year Eoiirs* Second Yc 



Morals g 

Chinese Lang, 18 

Arithmetic 6 

G;\Tiina sties 3 

Total g^ 



Morals 4 
Chinese Lang, 22 
■'rlthragtic 6 
Gymnastics 4 
36 



Hours* Third Year Hours* 



Morals 4 

Chinese lang, 12 

Arithmetic 6 

Gymnastics 4 

Total W 



Table IT 



Five Yr.' 
Complete 
Course. 

DIorals 

Chinese Leng, 
Classics 
Arithmetic 

G^^ianastics 



I Tlb,^... percenta ge for siT'b:]ect3. 
Fourth Yr, 
Short 
Course ;;eek 



i^'eek. 

10 hrs.,05' 



78 hrs 
36 hrs, 
30 hrs, 
20 hrs. 



65 
87 






r.'Iorals 

Chinese Lang. 
Classics 
Arithmetic 
G7/ranastics 



23 hrs 
76 hrs 






Three' Ya 
Short 
Course 



vveek ' ^ I 
11 h/^i 



Morals 

Chinese Lang. 52 h 

Classics 
24 hrs. (7%^ Aritlimetic 18 h 
15 hrs, lojy Gymnastics 10 h 



' ' 6-1 

^l\ 



1. Imperial Code of Education, Vol. Ill t, 40 

2. Imperial Code of Education, vol. Ill,' p] 42! 

Time given in Hours per IqqIz, 



SI. 

1 

The Meaning and ?un?tions of the STilijeots In the Oxirrieula: 

(1) Morals. The sim of moral instrtiction in the lower ele- 
mentary school Is to cultivate morsl and patriotic Gitisenship. The 
materials used for the instrtiotion are selected "biographies of some 
heroes and men of oharactcr in Chinese history with the Tiew to cre- 
ating in the pupils the feeling of hero worship, and to making them 
repeat soiae of the more easily comprehended pots. In all cases, the 
teacher is requiref' to set « moral example "by his practical conduct of 
himself "before his class. 

(2) Chinese. Chinese language teaching is the most iraport.^gmt 
subject in the ourriculam and it is the hardest task that the school 
has to perform. It is the most important because the inherited ten- 
dency of the race has alwj^ys been to emphpsis the literary side of ed- 
ucation. It is the hardest task because children are under a double 
difficulty in learning it. First, the Chinese language is ideaographic 
it has been greatly corrupted and simplified, but still each word rep- 
resents a single subject which forms sometimes so complex that the 
children have o go through a tremendous labor before they are able to 
recognize and r@prod-.ce them. Second, the written langxiage stands 
independent of the spoken language, and its construction is chdefly 
based upon imitation from reading. Eere again the children have to 
aoQUire a ne.v structure of language before they can express their 
ideas In v/riting. 

Under these circumstances, language toaching is peculiar in 
itself. It requires a great deal of -.vriting and reading in order to 
memorise characters and form^^-.te language concepts, and conseguently 
needs more time than any other subject, llo appropriate method has yet 

1. Emperial Code of Education, Vol. Ill, p, 21. 



3g. 



■been invented of solving the diff icnlties and making the process of 
learning easier. At present language teaching eonsists of penmanship, 
sentenoc-msMng; , and v/riting simple essays. 

(3) OlosaicB, The purpose of teaching classics in the Chi- 
nese school is not so much to cultivate literary tr.ste as to su|)ple- 
ment moral teaching. [This will he seen clearly in the hooks selected 
for the sn.hjeot. These are three hooirs; a hook on the principles of 
filic'-l piety, the sayings of Confuoious, and v hook of rites. 

The method of . teaching is tmiqxie fnd v/orth noting. It con- 
sists of four ports; escplanatlon, repetition, recitation and rect-ll in 
written form. 

(4) Irithmetic. Gominercial rrithmetlc for daily life and 
for preparation for ,•■• future vocation is the essential for this suh- 
jcct. The pupil'ls taught first ten ciphers, and then gradually led 
to iiiore coiarlex nig^ttera. The suhject covers addition, suhtvjction, 
multiplication, and division, fractions and percentage. 






(Id) Higher KleraoTxtary Scliool. 

[Dl'ie h-iglier elecientsry school is a oor.timiation of tlie lov/er 
elements;-- school and cosipletes the entire elementary eor.rse. Pupils 
on flnieltlng their f Ive-j-eFr-oourGe in the loiter eloment&r;- pass <3-i- 
rf?otly to this eohool vjithont any further teats, while those v7ho took 
either of the two short courses v/ill have to make up some of the lov/er 
elomentarj.' vvork after entering in order to rank eqixrally v/ith the 
other gre.au&tes. Oft en time this aotihle elementarj;^ coni'se is given in 
the same school, v/hich is callea "donTble elementary sehool'i In Chili 
province, for instance, pccordinr, to the rex>ort of the provincial 
authority, 1909, the nnral3er of dov.hle elementary schools yws 161. 

She higher elementary education is practically equivalent to 
the intoriiierliate and grararasr grades of an Aiueriean elementary school. 
Its instriiction is advanced in netnre and its piipils pre more selected 

and hence its vi^ms p.re somewhs.t different from those of the loy/or ele- 

1 

mentary school. The .':i,iins ere; to heaiitify the hetter nature of man, 

to hrQfiden the lcao?/ledge of man, and to strf^ngthen tlie spirit and the 
hody^L., : And the ultimate aim is that the children shall Irno-'i^ the oDject 
of life, and have tlie ideal of earning their ov/n livelihood. 

The course of study covers nine subjects -A^ith great emphasis 
upon the ol;-ssics (sec Tahle To. 5) which oooupj twelve hoiirs per week 
through the foiir j^ears. The subjects are morals, classics, Chinese, 
aritliTQotic, Chinese history, geogrfxphy, n&ture~study, draiving, and gyra- 
nr sties. 'Besddos these, the school is free to offer sorae technical or 
indu-strial subjects as su.'bBtitution of other j^reseribed subjects to 
prepare pupils who expect to go to technical or inclustrifi.1 schools 
rfter finishing the course instead of .p:oinp; to the middle school. 

1. Imperi;:a Code of Educction, Vol. Ill, p. 20. 



34. 



Tatle V. Hirfi 



First Year 

Morals 

Classics 

Ohinese Language 

Aritiimetio 

Chinese History 

Chinese Geography 

ITature-Study 

Drawing 

Gymnastics 

Total 



iiours 

per 
'■/eelr 

£ 
12 

8 

S 

£ 

E 

2 

2 
_3 
36 



er B lementrry Co-urge, 
Hour 



Second Year 



per 



Morals 

Olnsios 

Chinese language 

Arithicetic 

Chinese History 

Gfeneral Geography 

ITptitre-Study 

Drawing 

GjT'Hmasties 



2 
12 
8 
3 
2 

2 
2 
2 

36 



Third Year 

llorals 
OlBSSios 

Chinese Language 
Arithmetic 
Chinese History 
G-eneral Ceoa;raphy 
la ture -Study 
Drpwin«^ 
Gy>imastics 



ITom-th Year 
Alorals 
Classics 
Chinese Langauge 

-■rithmetic 
Chinese History 
Iveviev? - Chinese & 
General Geo graph; 
Iffature -Study 
Drawing- 
Gymnastics 



per 
^'eek. 
2 
12 
8 
3 
2 



£ 
__3 
36 



2 

12 
8 
3 
2 
2 



3 



Tahle VI. 



Suhjeot 

Morals 
Classics 

Chinese Language 
■rithnietic " 
Chinese History 
Geography 
liature -Study 
Drav/ing 
Gymnastics 



--f..^jge_--.. .pe rcentage for the sifojeots. 

Totc.l TJeelr Hours Percenta£?e. 



8 

48 

32 

12 

8 

8 



12 



.05 1/2 €, 
•33 1/3 ^ 

.22 4 ;^ 
8 i/s •;^ 

5 5/9 % 
5 5/9 ;j 

5 5/9 ':^ 
5 5/9 5S 

8 i/s ■::; 



35. 

1 

The Meaning and Fimotldiroof the Subjects In the Curriculxmi: 

(1) Llorals, Morals in this school s-ahstaatislly contin-ue 
that of the lower elementary Gourse -jith r^ore practical piirpose, 

(Z) Classics. The ideal of the reee is shown in the prcat 
emphasis on classics in the higher elementary school, "inoe adopting 
the modern ecuoationBl system, tlie nation hss heen confrontea^,,,jyitJl., . 
the fear that the ancient civilisation would he extinguished hy the 
introduction into the Bchool of modern cnrrioula, which consists of 
pr&oticairand material snhjects. Eence classics in the higher elomen- 
tary occupy more then one-third of tlie totpl time of the 'i?i'hole course, 
(see Table 10. YI. ) If one happens to know the nature of the Chinese 
classics, he uill he more easily convinced that Chins distinctly de- 
pends on reading classics for the preservstion of her nation':^! char- 
acteristics. The following hoo>s are to he read: Chimg-yun^ ( sp.yings 
of Oonfueiofis) , Mentse (saying-s of MontseJ, Sse-ching (hook of odds) 
and Shu-ching (hook of ancient history), 

(3j Chinese. The aim of the subject is twofold: es:tension of 
the last course offered in the lower elementary and the boginning: of 
the learning of the menderi=^n di':lect (notional dinlect;. 

(4) Arithmetic. It is a oontinuf- tion of the last course in 
the lovver elementary with some practice in accounting;. 

(5) Chinese History, On aocoixrt of the long existence of the 
national life, the course in history in the elementarj^ school does not 
go into details, but p;lves onl;/ a genera], view and some important top- 
ics dealing with the causes ana effects o,f the rise and fall of dy- 
nasties with a special roferonce to the fac".^ that the destiny of the 
Ufition has been changed by the contact v7ith the new world. The glori- 
ous reigns of the present dynasty are also to be taken up with the view 

1. Imperial Code of Education, \rol. Ill, p. SI. 



36. 



of orsoting patriotism. 

(5.) Greograph;/, Lil-cs hlstorj^ the aim of teaching geography 

is to create patriotism. In gGnor?!, iiistoric:n3. topics ox different 
races bvjI their pro due', ion and the g-eographioal influancG on the Gtrng* 
gle for existence are to "b.e given, 

(7) Satnre-Study . The suhjoot covers sleEicntar::' Icnowledge 
in zoology, botany, and ffiiners.logy. In order to hroeden the view of 
daily life and fnt-ure voc^otion, the relation het'"een one kind of ma- 
terial and another and the relation hetv/een m^.terial and men must he 
oarefTJlly analy sirred. Jrahoratory or field 7/or]t is condnoted to train 
the power of ohs..rv-s.tion. 



37, 



Ta.l3le JiO, YII. '2±me percentage of the Stibjects of the 
entire elementary cotirse (9 Yrs. ). 



SuTaJGct 


Total 


V.'eek Hoxirs 


Pereentag 


je 


Morals 




18 


05 35-53^ 


Chinese language 




100 


34^3 




Classics 




84 


26^ 




AritiiEietic 




42 


ISfo 




Chinese History 




8 , 


p 1—2 


i 


Geography 




8 


2 1-2 




Katiire- Studs'" 




8 


2 1-2 


1o 


Drawing 




8 


IB 1-2 


1o 


Gymnastics 




S2 


1(^ 





1. Imperis,l Code of Education, Yol. III. 



38. 



B, Sleiaentary Soxtcation for Girls. 

3 -."3 .oen said ■before under "Tlie Soci^il Inheritenoes In 

.■^dtToation',' no oo-edncational idea hag. ever heen introduced into Gliina, 

and the reasons given wore: first, edncation -.^as coiisidered only man's 

■business, and Decondly, it is the idea ox the race that the two sexes 

should not "bo mixed, Eenoe to-day there aro separate sc'hools for 

girls, ^vhich ffiust have distinctly different riims and scopes. Unlike 

the schools for "boys, the girlS' schools are to cultivate the virtues 

1 
of mrofflan, to p;iYo a fundancn-^-1 ^movvledge of the arts, and finally 

to help hodil3^ g-rovrbh. 

In order to keep the schools from going on the v?rong: track, 

in the education of woraen, these schools are ^b- ing aorsewhat experiaen- 

2 

tal in ohoraotor. The Irnperi-.l Code discusses those schools cs fol- 
lows: 

1. A high virtue of v-joaen has heen maintained froifl time im- 
niGmorial, the school of raodern education must at r-nj cost conform to 
the trr.dition and thereforo inust not r.lloA^- rmy unsanctioned custom to 
come into the school. 

2. The teacher's attention is specially called to the fact 
that all suhjects in the curr-iculian vvhieh concern the moral side of 
education shonlr] ho highly emphnsised. 

3. Since tlie physical powers of v/oriien aro hj nature compara- 
tively ?;eaker than those Of man, the school should take particular 
care of the health, 

4* Futtrre vocation of v/omen is to he different from thst of 
men, therefore certain phases of education must be given so as to fit 
their neods* 

Since the aias and scope for the ednoation of girls a^@ 

1. Imperial Code of Education, Yol. VII. p. I. 
2- Ibid, p. 2. . I' • 



39. 

different from those of the Doys, naturalJy the coiirce of stxidy for 
girls must he different. Besides, Chinese, arith.netie, hlstor^, geo- 
graphy, natiire-Btudy, dracring, and gjionasticB, sev.'ing and rnnsic are 
•idded, 7/hile the classics which are regarder' . important and imperative 
lor hoys are left out. 

LiTce elementary educ;.tlon for hoys, elGmentary educo/cion 
for girls is divided into tv;o ooiu-ses; the lower elementary covering 
four 3^ears from the ages six to ten, and the higher elementary cover- 
ing four years from the age S"; of ton to fourteen. But unltilce the 
hours for -hoys, the nuiiiher of week hours is considsrahly less. 



40, 



Table IJo. 'Villi- The JiOVTor Blementary Coiirs 





Hrs. 




Krs. 


Hrs, 


First Yer.r 


per 


Second Year 


per 


Thrid Year per 




wk. 




wk«. 


wk. 


MoT,ls 


2 


Morpls 


2 


Morn Is E 


Cliiaeae Jjanguage 


12 


Chinese Langauge 


12 


Chinese Language 14 


Arithmetic 


6 


■ rithmetio 


6 


■rithmetio 6 


G^Timastios 


4 


trpmna sties 


4 


Sexving 2 


.Music 




Dra./ixig 
Music 




G-sonnastics 4 

Drawing 
2uusic 

m 


Total 




Totel 


24 


Total 




24 












HrcT 








I'ourth Year 


por 

V7k. 








Morals 


2 








• Ciiir.Gse Language 


14 








■rithmetio 


6 








Sev/ing 


2 








Gymna sties 


4 








Drawing 










Music 


28 





Table IX. The Hi.!>hor 31ementar.y Qourse. 



jPirst Year 



Hours 
per 
week, 
Mora, Is 2 

Chinese Language 9 
Arithmetic ^ 4 
Chinese History 2 
Chinese Geography 2 
nature -Study 2 
Drawing l 

Sewing 5 

Gyionastios S 
Ilusie \ 
Total B?T 



Second Year 

Morals 2 

Chinese Language 9 

"rithmetio " 4 

Chinese History 2 

Chinese Geography £ 

lnture-3tudy 2 

Dr; wing 1 

Sewing 5 

Gjnana sties 3 
Music 

Total IS" 



1. Imperial Code of Education, vol. VII, p. lO. 

2. Ibid, p, 11. 



41 



Ts"ble IX (Con. ] 


1 v.,e 


.-ifjher Slementcry Course. 




Hours 






Third Year 


per 
week. 


Fourth Ysr.r 




Mor-ols 


2 


Morals 


2 


Chinese language 


9 


Chinese Langiaage 


9 


Arithmetic 


4 


Arithanetio 


4 


Chinese History 


1 


Chinese History 


1 


Gfiaeral Geography?- 2 


General Geoffrs.phy 


2 


iTature-Study 


£ 


Hature-Study 


2 


Br awing 


1 


Drawing 




Sewing 


6 


Sewing 


6 


GynmastiGS 


3 


GjTiina sties 


3 


Music 




Music 




Total 


SO 


Total 


30 



Ta'ple Z . Time per pent: pes of the entire elementary cour s e , 



Subjects 

Morals 

Chinese language 

Arithmetic 

Chinese History 

Geography 

Eature Study 

Drav/ing 

Sewing" 

Gymnast ios 



Total v?eeV hours 

16 
88 
40 

6 

8 

8 

3 
26 
28 



-ercentage 

7i 
S9fo 

E 1/4 fo 
3 1/2 ^ 
31/2 fo 

llfo 



The general nature of the course. The general nature of 
morale, Qhinese,, geography, and nature-study is similar to those for 
the hoys, "but the content therein one more fitting to the field of fe- 
male education; for instance, arithmetic is more confined to household 
accounting. 



1. Imperial Code of Education, , vol. YII. 



42 



0, Eduoation for Slemeiitary Teaohers. 

Tiie Lower l^ormal Soliool. 

Tae pdm of tne lov^er norm^^l sehool is to prepare teaohers 
for the element^rj scliools for Dots. The re<^uirement for admission 
to the sohool is thGt the Garidid^^.te must \>e a graduate of the higher 
elenentrry sohool hut owing to the urgent need for men for the teeehing 
sertice. schools of this kind were estahlished simultaneously ^«ith the 
eloaientary ..ohools, and man? of them before the elementary schools at 
the time of heginning educational reform. Both students^ and teachers cf 
the old Oonfucian schools having a thorough Imowledge of the Chinese 
language and classics were aSmltted and trained in e short course cov- 
erir one year instead of in the regular course of five yerrs set for 
elementary sohool graduates. Only in very recent days have the elemen- 
tary schools heguj. to send their graduates to the normal school rnd 
it, is therefore only recently that the re^;ul: r five-year course hns 
actTi.rlly come into "being. 

Recognising the fact that elementary sohool graduates are 
not advanced enough to take up a ^7ork strictly professional, the first 
two yeors of the coirrse are set aside prmarily for general culture. 
Professional training he -ins in the third year. 

The course of study is, -A'ith the e:5coeption of pedagogy and 
its allied suhjects, exactly parallel to that of the middle sohool 
(see Tehle Ko. :rv), consisting of twelve suhjects that differentiate 
into five groups; namely, (1) literary, comprising morals, classics, 
Chinese, :nd penms-nship. (E) social science-history and geography; 
(3) physical Ecienoe-mathematics, physics, chemistry, hiology, geology, 
and drawing; (4) pedagogy; and (5) gymnastics and military drill. In 
some schools music j'.nd arts are added. 



4S 



Table XI. 




five- 


Years' Pro 


p-ram. 








First Year Eoi.r 


's 


Second Year 


Hrs. 


Third Year 






Morals 


1 






= :;; 


1 


= = 


1 




Hist, of T^du. 


4 




So 


ieScs of E 


d.6 




8 




Classics 


9 






^ s 


9 


.=. = 


9 




Rhetoric 


3 






-, := 


2 


=. -^ 


2 




History 


5 






= ,= • 


3 


-^ = 


3 




Geo^raphjr 


2 






.= .= 


2 


a::? 22 


2 , 




Mathematics 


3 






—> =3 


3 


=:. = 


3 




Phvsios ^ 


2 




Oh 


emistry 


2 


Method 'Of teach 


* 




Biologj^ & Geo'. 


2 






= = 


2 


Physios, Ofiera. 


2 




Penmanship 


3 






r= = 


2 


Method of teach 


, 




r rawing 


2 






= = 


2 


Biology & Geo*' 


o 
^>7 




Sjmns sties & 








' 




Pemaanship 


1 




Drill 


2 






= = 


2 


Method of teach. 


• 




Tot?l 


36 








36 


Drav/ing 


1 





Gj^mnastics & 
Drill ■ 2 

36 



2oiirth Year 

ilorrls 

School Administration 

and -Management 
Classlca 
rLhetoric 
Method of Teaching 

Geography 

Mathematics 

Physics 

Biology 

Penmanship 

Drav'/ing 

G-ymnastics & Drill 

Total 



Fifth Year 



1 
14 
9 
9 
1 

2 
2 
3 
1 

1 

1 

__Z 
36 



Method of Teaching 




Morals 


1 


School .Administra- 




tion 8s laangsment 


15 


Classics 




-Method of teaching 


9 


Rhetoric 




Hethod of teatShing 


2 


History 




Method of teaching 


1 


J Geography 


1 


.llethod of teaching 




iia.thematiGS 


3 


Method of teaching 




Penmanship 


1 


Method of teaching 




Dravfing ■ 


1 


Me tho d of t e ; ch ing 




Gymnastics 


2 




36 



1. Imperial Code of Edu. Vol. I?, p, 
*Geo = Geology. 



18 « 



44 



Sable ¥o. XII. Kie i^iae percoxitagG of file s-n,"bjeots of 
the our Be* 



Sivb^ect 'Cot'^l V7eek-hrs for 5 years Percontr.ge of S^ibjeot 



1. Saroation 



47 lira 26 l/9 :^ 



g. OlTSSics 45 hrs 



3« Mat'iaem^tie 
4. Science 



15 lirs B l/s > 

IS hrs V g/8 ^ 

5. History 1£ lirs 6 g/s :' 

3. Gymnastics So Drill 10 Lrs 5 5/9 ^J 

7. miotorio 10 hrs 5 5/9 %■ 

}. Geoeraphy 9 l^ra Sf^ 

), Peraaanship 8 hrs 4 4/9 % 

). DravTing V hrs 3 S/B fo 

,8 Morals 5 hrs fl..7/^-^ 

Total 180 100?^ 



In looking over the pro;^T.';'ra of stiidy, one ?.'ill aotioe thet 
the first tv/o years are gl7en up to aoadeaio training and tha.t the 
professional work begins with the third year, heooming- more and more 
pronoTincGd up to the last year when the study is entirely technical. 
It v/ill further he noticed th&t pedagogy ocoiipies the largest pl^^^ce 
in the o-arriral-om filling: 25;o of the total 180 week hours. 

The iaeaning; a.nd the functions of the subjects in tlie currlcit- 
luiTi: 

The nature of the various subjects b.tq essentlplly the same 
as in the middle scliool, except the method part of the courae dealing 
v/ith the ch-'iracter of tJiis work in method has not been definitely 
settled on accornt of li^ok: of ti-ualified men. 



45 



Pea&gogy^ is tlie most irsportar.t course in the normnl celiool 
and its BulDJect natter Jivs -been formixlated more defir^itely thr.r. the 
Other subjects. 1. history of education treats of the origin and de- 
velopment of eduoation in Chln-^ and other countries, ond the l^iograph- 
ies and theories of the prinoipal pedagroeical ^/rriters, 2, Science of 
eeuoation is coiaoosed of four parts; the principles of ps^rchology,. 
the importance of rnoro.l and intellectual^ ediios.tion, the laethodB of 
teaching, and the amas of the systems of Ohinese ediiention. 3, School 
ad;-fllnistration and manag-ensfent -tjake xm the present edncationsl lai;7s, 
finanoirl support, school hygine and arts. 4. Pr-ctice tcr-chinfr and 
ohservation are takon in the praotlce school uncier the superT/ision 
of critic teachers. 

Girls' IJormal School, 

teachers for the gli-ls' elementary schoolc and kind erg-art ens 
are Lrainec' in the girls' 1-ionaal School, through there is no provision 
that the toaching stf'ff of the schools u'ust exclusively be femiile. 
Dince odueation for P:lrls is different frora that for hoys, the vmy of 
training teachers must he along a somev/hat different couxyo. ilorc em- 
phasis is laid on tlie arts and domestic science. Hov/evor, the ,^eneral 
nature of the subjects, iiiorals, Chinese, geopTaphj", history, nature- 
study and educuuion is simllnr to that of the coiirse offeree in the 
lower noriiial school for aien, though the contents of these courses r.re 
uiore fitin;;;- to the demands of fetnple education. 



46, 



Teiae 


XIII 


Girl's IJormnI 


aohool. Course o 


f Study. 






Jar a 


, 












I'irst Year 


per 


Sea end Yr, 




Third Yr, 




Fourth Yr, 




X7@ek. 














Morals 


S 


Mor.o.ls 


S 


Morals 


2 


Aiorals 


2 


Ediioation 


3 


Eduoi.tion 


s 


F. duo at ion 


■ 3 


2 duo at ion 


15 


ChincsG 


4 


Chinese 


4 


Chinese 


4 




History 


Z 


iiisbory 


2 


history 


2 






Geography 


o 


^^GOi^rr phy 


E 


Geop:To.j)h]r 


2 






Arithmetio 


4 


, ritliinotic 


4 


Arii-hmetic 


3 


• O' T tlmjet'io 


2 


Eatiire-Stiidv 


2 


IJatiire- Study 


2 


Kpture-Study 


2. 


5'a t ur e - 3 1 t" &^t 


2 


Drawing 


S 


DrOT/ing 


2 


Dr.'VN^ing 


2 


Drpwing 
Domestic 3oi 


1 


Domestic Scl, 


. 2 


DoffiGstiG Sol, 


. 2 


DorQestio 3ci. 


, 2 


. 2 


Sev^.'ing 


4 


c3 owing 


4 


yo'^mg 


4 


Sew in?; 


5 


'rt-work 


4 


Art-work 


4 


Tt~worl5: 


4 


ArtptWorlc 


S 


Music 


1 i 


lusio 


1 


hnsio 


<c 


i^lGic .- :. :; -J 




G;;,r!3Tiastios 


2 


Gymnast is s 


Ji 


(JynnastioB 


2 


Gjnsinastics 
Tot?a 


2 


Total 


34 


Total 


34 


Total 


3l 


5?; 



— ^^?^h le So. ZIY. Time Peroon t afi-e for the Su'b.leotB. 

Subject Totel week hours Percenta.o'e, 



Morals 
S duo at ion 
Chinese 
History 
Geography 
/■rithrnetie 
lature -Study 
Drawing- 
Domestic Solence 
Sewing 
/'.rt-r/orlc 
Muaie 
Gymnastics 



26 
12 

6 

6 

13 



15 

15 
6 
8 



5yo 
17>b 

si 

4^ 
4^ 
8 1/3^^ 

4 1/Z% 

&^ 

10;b 



1, Iroperial Oode of Sduoatlon. vol, ITT r, a 
2» I^llf vol III. ■• ' ^' ■' 



4?. 



II. liecoadai^j^ Sdiication. 

The iiiidais School gives distinctly a aeGonaarj ed-acation 
liMViiig the elementary scliocl bolovi? and the higher school ahove. Boys 

oix finishing their higher elementary course pass directlv to this 

. ., .^ ^, . " 1 

scuool ix tnej- nxsn. Its aims to give p, broad and freneral ediieation, 

hut on entering the pupils must differentiate themselves into two 
groups: literary ^nd aoieSitific. The literary grorrp prepare for lit- 
er.nture, lew, political scienoe and so on; v/hile the scientific pre- 
■p,^pesBfor applied soienceo, :--eri culture and various kinds of engin- 
eering. The school rm/^ offer either of t]ie two groups or hoth. These 
two groups in secondary education correspond GOiTiewhat to the German 
gymnasiuan and realsohule, tmd more to the clasBical and the modern 



I'he two groups have much th.e sexae course, the onlj' differ- 
ence is that the literary students have Chinese, classlcB, foreign 
langu.ges. history, and geography, as eBsentiPl; while the selentifie 
studente have foreign languages, n^athematies and science. The essen- 
^^i^'^^'^^^eots e.Te given aiore week hours. In either course rrmsic may 
be added. 



1. Imperial Code of Education, Yol. Ill, p. n. 



AR. 






1*3016 5To. AT. Oo-ursG of '3|uay of .the Midaie Soliool, 
Literar y Coiir se « 



iiOiirs 
First Year per 

we ek . 
Cliinese G 

Classics 5 

Poreign Lsng^ 8 
Oliinese Hist. 3 
ChinesG ueop> 3 
M 

1 'orals 
Matiicmfttlcs 
Goience 
Gjramastios 

Total 



3eoond Yr, 

CliineRO 6 

GlaSBios 5 

foreign Lang. 8 

Giiinese Hist, 3 

C li in e B G Geo g . 5, 



Tiiird Yr, 



Chinese 



th Yr, 



Chinese 



Classic 13 Classics 5 

r'oreign lang. 8 Porelgn Lang. 8 

Chinese Hist. 3 Gen. Eist. S 

Gen, Geogrfiphy £ Gen. Creog, E 



1 


Iviorals 


1 


Morals 


1 


Morals 1 
Ms.themei,ticB 2 1(2 
Science i I|fe 


4 


I'j'nt hematics 


4 


Mathematics 


4 


r? 




Science 


S 


3oie«ioe 


2 


3 


Drawing 


1 


Dyawin^-, .■■ ,.: 


1 


Qyitmastics 3 




G'^'-nuiastios 


3 


Gymnastics 


3 




36 


Total 


34 




36 


M 



Ififth Year 

Chinese 7 

Classics 5 

foreign Lang* 8 

Gen. 11.1 story 3 

Physic '^1 Geog. S 



I'lorals 

Mathematics 

Science 

Law 5; ..CO no lilies 

G^Timastics 



-J. 

35 



'lable 271*^ Scientific Coia 



First Year 



Second Yr, 



I'hird Yr. 



fourth Yr. 



A* Foreign Lang, 8 foreign lang. 3 
Mathematics 6 Mathematics 5 
Science 3 Science 3 



Foreign Lang. 8 
Mnthematios 7 l/g 
Science 8 l/s 



Foreign Lang. S 
IfetheiaaticB 7 
Science 5 



Morals 1 


Morals 1 


Olsssics 5 


Classics ■ 5 


Chin@g§ •..:.. 4 


Chinese 4 


Chinese Hist, 2 


Chinese Hist, 2 


Chinese Geog. 3 


Chinese Geog, 3 


Drawings- -.. 1 


Drawing 1 


Symnastics 3 


Gymnastics 3 


Total Fe 


36 



^'orals 1 

Clissios 5 

Chinese 4 
Chinese Hist. 2 

Gen, Geog, 2 

Dr.awing ^ 1 

Gyicna sties 3 
Total B^ 



Morals 


1 


Chinese 


4 


History 


2 


Gen, Geog. 


2 


Lra'.Ting 


2 


Hand work 


2 


Gymnastics 


3 


Total 


^ 



1. Timtsin Yii Zu" 

2.. Ibil. 

A* Sssentiial 

B* Ivon-essential. 



:\n. (Daily iiews) Ksuan Tung 3rd Yr, 1st Moon 12th day. 



49, 

TaMe 171 (CON). 

Fifth Tesr 



A* 


Foreign Lang. 8 




I.Tathemr.tics 2 




Soience 8 


B* 


Morals 1 




Cliiaiese 4 




History g 




G-eofArypliy 2 




Drav?lng 2 




Lavj & Scon, 2 




Hand V^'ork 2 




Gymnast ios 3 




Total 3^ 



Ta1)le ZYII Titae ?erQcnt^-.p:e of aiilojeots, 





Total V7( 


3cl-: nrs» 




Totr'.l week Krs, 


PereeDtng, 


Chinese 




35 




13 I/S 


20 




11 


Classios 




25 




14 


15 




a 1/3 


IJ'oreign Tjjmg 


'• 


40 




2£ 


40 




22 


History 




15 




8 I/S 


10 




5 1/2 


(Tsogrsphy 




IS 




6 2/3 


12 




6 2/3 


Morals 




5 




7 7/!3 


5 




2 7/9 


Mathesiatios 




16 


1/2 


8 1/6 


20 


1/2 


15 e/s 


Soienoe 




12 


1/2 


17 


21 


1/2 


12 


Drawing 




E 




1 1/9 


7 




3 8/9 


Hanavvork 










4 




2 2/9 


Law ?c SoonoiQics 


S 




1 2/3 


2 




1 1/9 


Gj^fiinastios 




15 




8 1/3 


15 




8 1/3 



Under somo orloumetenoes; law and ooonoalos rany be dmlttea. 



1. Tutam Ytt y,t Eu (Daily :,e.,a); Jl.uln T.„s Srd yr. fl.t „oor„ IRth a., 

A* = Essential 

B' f Eon-essential. 



50 ; 



The meaning and tlie functions of the subjects in the currictiliim: 

(1) Iloi-als. Students in the middle school are in the ado- 
lescent period, heing grown and ready to appreciate the significance 
of hnruan life and society. Hence the scope of raoral teaching should 
he widened. The following are the three principles that governm the 
moral teaching in this period, (1) etrcng-tlLening the attitude of the 
"five relations" ("between the sovereign and officials, father and sons, 
"brother and "brother, hiiBhand and wife, and friend pnd friBnd) and 

' five rifles" faltrxiism, yifrhteorianess, ritefulness, liheral-mindecl- 
ness and trtithiiilness) , (S) ro"u.sin^ the tireless and encrg-etic spirit, 
(S) instrij.cting in the raoral o""Dlijr3,tion of oneself to relatives, 
friends, the coimtry and the world* It Is not the piirpose of this 
teaching to give raerely the rules of condixot, hut every effort should 
he used to encourage students to put tliesi into practice. 

(2) Glassies. The value of classics in this school is i~ 
dealising- one's practical life. The following hooks ;-'re used: 

Ghun-chiu ("Book of Spring and ^utumn ahout 500 B. 0.) 

Ghu-ii (Bolitical systea of the Ohu dynasty ahout 550 "^.C.) 

"hen two hoo'ks deal with -^n.rs of the feudal princes and the political 

situation in the Chu dynast^?-; they sti^nd 

fS) Chinese. The function of the laiddle school is training 
free expression a;nd t>irough mastery of the mother tongu.e. In teaching 
thla s-='hjeet, the work is ivided into two parts: the first is t]:e 
striicture of the language involving the interpretation of the raescning 
of 'vords from historical development and practice in com-oosition and 
reading of lit^r^ture classical or contemporf-jr- , oplos for compo- 
sition raust he such that directly concern cither ce-'-tain phases of 
school studies or of ordinary daily life in order that students nay 

1, Lnperial Oode of Educational Vol, III, p. 4, 



51. 

gain D. practirl trrlnlng. The soeond pfvi*t is the history of Qtx^q-b^ 
litei'ature "r/ith spocir'.l refer onee to the Irnportonoe of its period of 
rapid developmeiit and decline. 

(4) I^oreip;!! language, '.'^oreign lanpair'-ge is a fundamental sii"b- 
joct in the seoor.dr-iry school ciirrieiiliim and r^nks ahou® all other for 
it is a menns which stiiddr.ts o^tn pursue their higher education. Most 
of tiic scientific courses in the higher schools and the "universities 
are taiiff;ht foreia-n larte,-iipp;es, -^nd books on hip,-her soienooa hpve not 
"boon translp.ted into Chinese, In connection v/ith the development of 
comriiercG and industries, and of diplomatic relations risinp; froci for- 
eiF:n conoessions and settlementB at home, as woll as hecanse of the 
demand for men for le°;-'^ticn and consulpr service ahroad, the foreign 
languages have 1)0003:00 instruments' for prosperity end. promotion, 

The follo'ving lang-iiages may "be taught in the middle school: 
Japanese, ilnglish, Hussion, fronoh and German!^ but a preference should 
he given to Japanese and English, English in fact hos heen cmde the 
language of science in all schools of higher grr.de, 'by the imperial edi 
edict of last yoar). The re&sonfortrnis selection is tv/o-fold; first, 
beoause of the long intercourse vrith British tr&dors in oom;:iorce, and 
because of the English mission schools are widely spread over the ora- 
pirc; second, "because there is a -great prospective coifiuerce v;ith A- 
merica across the Pacific and hecause the continuous sendinj^ of stu- 
dents to the schools of that country. Those reason have laade the AnglG- 
Snron Tong-ue the favorite and popular lan-'Tiago in the Chinese schools. 
The students generally are very enthusijistio in learning it, ?n.d not 
infrequently they master it thoroughly in v;riting and speaking, 

lext comes the Japanese long'uage. Because of the hond of 
coaraon orir-r'n in race, laiignage and tradition Mxich holds China and 

1, r}ie i'lews laws of Ilsuan Tung; Vol. XIV, p. 414. 






Japan together, Japananese is bound to be an important language in 
China. Bnt e ducat ione.lly, the langnage has loet its ground, for the 
Chinese had a notion th^t the Japanese learned their Bcienoe and arts 
from the West and henoe their education is second-handed. Sokio a few 
years sgo was the meeting,, place of the Chinese students; nov; these 
students go to Europe and America, 

Other languages are not prominent at all in the Chinese 
sohools. Th^ are taken for diplomatio use 5md sometimes for comnier- 
cial purposes. 

(5) History. The function of history in the middle school 
is to arouse spirit raid inspri.^tion in students, to iir.press upon them 
the experience of the r^ce. to teach them the origin of civilisation, 
and the o^^uses for the rise and fall of nations. 

Three main topics are treated: 1. Chinese History: 

a. The works of the Chinese emperors in diffe-ent dyn- 
asties, the celfeorated administration of the preaent d^masty and the 
important events of the preceeding hundred years. 

h. the good and vd.ae deeds of the ancient ^nd modern 
men; the progres. of arts and education; the dignity of i.ilit.ry organ- 
isation; the origin of political development; the developuient of in- 
dustries and oomioerce; and the growth of tradition ^nd custom. 

2. History of ^sia, including J.pan. Oorea. ;nam. "iam, In- 
dia. Persi.. .nd the countries ox isia.Mlnor. A special emphasis is to 
be given to the history of Japan, Corea. Amam and 3iam. for the^^ have 
an immediate relation with China; to the history add its i.po>>t^nt 
events in the proceeding fifty years; and the danger of the conquest 
and encro-olinient of the :7est in 'sla. 

3. Flnnlly, the history of Europe and America, with a special 
reference to modern history and import-vnt events. 



53, 



fS) Geography. The priciary object of teaching geography 
in the middle school is to giTe a clear conception of nim's relation 
to his environment. In teaching foreign geography, a comparation with 
the Chinese geography schould he kept in raind. 

(70 MathemtioG. Besides algehrn. plnne n,nd solid geometry. 
^^Gd trigonometry, commercial aocoT-nting is taught, fethematics is tl^ 
snbiect moBt properly taught in the middle school, it is compcratively 
easier for Qhinese teachers to_ master it, than ^ny other suhjeot in 
the oiirriculum. 

f8) Silence 

fa) Biology. Biology includes botanj^ soSlogy, physi- 
ology and hygiene. 

fh) Mineralogy only treats the general pheno^.ena of 
mining minerals, 

fc) Physios ri-i& chemistry. These are trected as on 
Buhject in the Chinese schools. According to the Chinese conception 
physics nnd Chemistry .re the key to the whole system of modern science 
and hence they are the mo.t papular subjects. It is very r^re to find 
in any school above the elementary grade that these two subjects pre 
not being taught. .3 the Chinese government has distinctly emphasised 
industrial development, these elementary sciences h.ve been m.de fun- 
damental in t])c middle school. 

(Id Law .nd economics.. Toioics under this head are to be 
taken ^.p ^s such that the pupils ^.y gain *hat knowledge wbicb is 
necessary for their practical life .nd the gen.r.l principles of pub- ' 
lie economy, 

l-nl. o„^.Ject too not boor, well ors.ni.od and In mar.;, schools 
It IS not siTen, parh8,P3 due to the foot th.t It Is not a rocnlrod 
subject. 



54. 



fll) Draining, There are two kinds of drawing; free liand 

and mechanical. Tiie moi;ive of learning this sul^jeot is preparation 
for future mechanical PJid indnstrisl life. 

(l£) Gyrannsiron. GsTfonastics in the 'aiddle school takes two 
forms: ordinsrj?" exercise hy classes in the gymnasitun, and military 

drill in the school yard, 'Ihe last has heeB. gTaditally replpcing the 
first. 



Education of Middle Sohool Teachers. 
Higher isormal J,ci-Ool* 

The higher norrao.! sohool ia to tmln teachers for the mid- 
dle se'hools ro .veil va lov the lower norm'^.l, nnd graduates of the lat- 
ter two schools .nre adraitted to the higher normal, Ss it prepr^res men 
for dep?,rtinent?.l teaching, the school is divided into four dep;~rtn.ier,.ts, 
oaoh of which h'^s '^ ciistinet aim for s-pecisl suhjects and each covers 
four years' time. The departments r.re:- 

1. Chinese and foreign languages and litoraxure. 

2. History and p-d^fa^evr?/, 

3. Mathematics rnd physics and cherflistr:/. 

4. Bot--ny, soology, minerology, and geology. 

But the first year puhjeets, as thej/ are general and fiinda- 
rnentpl, are coinn;on to students of nil dGpnrtiTieiats. 't the end of the 
first year stiidents must decide wjiat suhjeots they v/ill : teach and plan 
to enter the department whore such suhjeots are specialised, ps the 
diffnrentlation heg-ins with the second je&.r. In adaitlon to these 
departraents, there is a ^ost-graduatc coiirse for those wlio rfter. fin- 
ishing their regular oouroe, T/ish to pta-sue soiae advanced studies in 
pedagogy and scliool management; or, siich students may enter the uni- 
versity to enrich their profession. 

Every grEdunte of this school is ohliged to teach for six 
yec.rs in his own provi-oe or elsewhere as,; he may. he directed. If any 
ahBOlute necessity prevents hini frora discharging the ohlig-ati on, he 
inuBt petition the educational authority in his province stating the 
cause for the necessity. In case he fails to do so, or in esse his 
diploma is woi-'red for r.nj other e-^.son, he v;ill \,c reqidred to ffi^ke 
up the expenses that the school had incurred on his .<=Gcount. 



56 



The Ooirrse of otiidy: 



Ta-blG XVIII. Tho 



Sub^ieot 



or 01 b^^0B 



'n -1 


1 


1 


b3 




-> 


i. L 






llyL^ 




J- . — :> 


'Hotv. 


1 





Ho-irs per week. 

1 

B 

3 

G 

11 

6 

'7. 

WE 



students. 



f Ch -JneBe and ?oreign language, 







ItOTii'G 






ilo'ars 


' " "^ ""■■'■ 




Hotirs 


Second j'r. 






Third Yr, 




■per 


Fourth Yr, 




per 


Ethloe 






Ethios 




2 


Bthics 




2 


Olassios 




6 


Classios 




5 


Classloa 




A 


History 
Chu-Tai I'h, 


ilo 


2 




lilos, 


. 1 


S due at Ion 

ElonrLtiori 







Biology 
Psyohologj^ 




s 








Oainese 
SnellGh 




5 
8 


Chinese 

English 




6 

IE 






5 
8 


German or Preiieh 
CvTiinaaties 


3 
3 


GynmastiGS 




3 


or 


Frenoh 4 









?0±?=] 



36 



Tot.-i Be 



Total 



56 



Table XZ? 


II J}:- 


-:,;; of Fisi 


■"ory find 


(JeoA-raphy. 






-^rs» 


i 


lOurs 


■ 


' _ ' 


Seoond Year, 


.per 


llhiTd Yr. 


per 


Fourth Year. 




Ethios 


2 


Ethios 


;■■/ e e fc « 
S 


I'lthics 


P 


Classics 


6 


Olnssics 


5 


Cl""',BSiGS 


4 
8 
1 


Chinese 


1 


Ediioation 


4 


Hduoation 


Psyohology 


1 


Chine Be 


1 


Chinese 


English 


4 


Psychology 


1 


Law & Boonoraics 


3 


Biology 


2 


-Law and Sconorn, 


S 


Geography 


5 


Ceogrsphjr 


5 


iilnf-rllsh 


g 


history 


10 


History 


11 


IffiOg-raphy 


5 


GyHinastlcB 


3 


'Jyianastics 


3 


History 
Gjorin^^stioa 


10 


Total 


3-6 


Total 


36 


Total 


36 







1, Imperial Code of ^^dnoation, vol. IT, p. 2 

2, Ihid,, J), 3. 

3, Ihid,, p. 5. 



57 



1 
."ble Xll , III. D epartment of Mathemetics.Phjrsics, ?.nd Chemistry, 



Seoond Yr, 

Stiiics 
01 iseics 
Chinese 
Psyoliology 

English 

Dr--.wing 

il8nd-77ork 

Ma.themptics 

PhT'sicG 

Ghemistry 

G;/rijri,r; sties 

Total 



ii:c 

, .S , 
6 
1 
1 
3 
2 
3 
6 
5 
4 

-^ 
36 



■x'i'..rid Year 

Stiiics 
01as!;5ios, 

E duo --'t ion 

Chinese 

Psyohology 

Hsmd-.vor'k 

Matheiiit^tics 

Physics 

Ghemistry 

Gjmina sties 



ITrs. 
per 

£1 

4 

i 
1 
3 

6 
6 
5 
3 



36 



I'''ourth Year 

Etiiics 

Classics 

33 duo rt ion 

Chinese 

Matiiematios 

Physios 

Chemistrj- 

Symnrstics 



Total 



per 

weofe, 

8 

4 

3 

1 

6 
• 7 

5 

3 



Tahl® XIII^ IV 



nrs 
Seoond Yr. per 
week 
2 



Department oi' 3ot«,ny,Soology, Phislolopy and 
Mlneraloa:y. 



-.; '..1110 3 

Cl,o.,ssies 

Chinese 

Psyohology 

3nglish 

Draining 

Botany" 

I'Oogoly 

Physiology 

Ilineralogy 

Gymnastios 

"'otal 



b 
3 
6 
3 

3 



■Ti 



nird tes-Y 



Ethioa 
Classics 

Education 

Ohinose 

Psycholog^T- 

Dr,-x;7ing 

Bota-ny 

'■'Oology 

Ph;-siogr.stphy 

'.griGiiltitre 

Gymn&stios 

Total 



rioiirs 
per 
/eelr. 
2 

5 
4 
1 
1 



PoErth Year 

Sthioe 

Cl&ssics 

Sduofition 

Chinese 

Botany 

2 00 logy 

Physiography 

Agrio'iiitnre 

Gyntoastlos 



"Ho iir 3 

per 

week. 

2 

4 



Ic Imperial Code of FdiTortlon, vol. ry r> 
^. Iraperi,?,l Code of Education, vol. lY,' pi 



6. 
8. 



58 



Tal)le ITo. XXIII. Tlme-peroenta,fi-es for the Subjeots of the Third DepartEcnt, 



Silt) j act 



I Department II department II I De partment lY Departiaent 



Total 

week 

hours 



Sthios 7 

Classics 17 

Chinese 19 

Japanese 6 

English 59 

Bio out ion 5 

Mathematios 6 

Education 12 

Psjchology 14 

Gymnastics 12 

History 2 

Philosophy 2 

Biology & 
Physiology 4 

French or Germ* 7 

Geogrs-phy 

Law & Econ. 

Dre./v'ing 

Hand '.'ork 

Physics 

Chemistry 

Botany 

Zoology 

Minerology 

Geology 

Agricnltiu'e 



i-er 
cent 
age 



Total 

week 

hotirs 



O/c 

12^ 

4:% 
8% 

2 IJZJ^ 

8 

1 1/3^ 

1 I/35S 

2 i/2;S 



7 
17 

6 

6 

17 

S 

6 
IS 

2 
12 
32 



15 
B- 

6 



Per Total 
cent ■''"esk 

...gge ■ 



hotirs 



12/'i> 

4;l 

12^ 
25S 

4^ 



7 

17 

6 

6 

14 

S 
24 
87^ 12 

3 12 

22 \lzio 

1 1/3 ?J 

10 5/12^ 

4)l3 

2 

6 

18 

14 



Per Total Per 

cent week cent 
age hours age 



^0 




7 


5% 


12-^ 




17 


12^ 


^% 




6 


4^ 


4tfo 




6 


4% 


9fa 




14 


9f. 


^0 




3 


S^ 


16-^ 




6 


4^ 


%$ 




12 


8^S 


1 1 


73^ 


2 


1 1^ 


3 




12 


8 



1 1/3 


4 


2 1 


4f. 






12 1/2 






9 








IS 


10 ♦ 




17 


12 




3 


2 




7 


5 




6 


4 



1. Imperial Code of Education, vol. 17, 



.dl 



59 

III* College Education. 
Higher Solaool. 

The higher school is strictly preparatory for the imlYersi- 
ties. Stucientc 611 finishing their middle school course and v/ishing 
to pursue a professional study in the imive'-sities must take s. fur- 
ther preparatory course covering; thjree years in this school. In char- 
acter the school corresponds to the American college where students 
generally preapr for law, medicine, nnd theology. 

There are three courses provided in this school: one for 
those intending to study l,':-iw, literature or political sciences; one 
for those who are to take courses generallj?' kno^^n as ''scientific"; and 
one for those who wish to become physicians. The law stu.dents spec© 
ialize in history and political eoonomj^; the scientific men spend their 
time largely in mathematics and science; and the third course is not 
yet organised and has not heen .qiven. 



60, 



Ta"ble XKIY7 (Course I. 



First Yr. 

Ilorals 
Clp.ssics 
Chinese 

English Speak. 
Ger.or li'r, " 
History 

Political Geog. 
Military Scien. 
Gyranas. & Drill. 

Totnl 



Hours 

per 

week. 

1 

2 

5 

9 

9 

S 

1 

3 

36 



(Preparatory for law.l ite rritiire. etc.) 

Fours 



Second Yr. 



per 
week 

Morals 1 

Clp.ssics , S 

Chinese 4 

English Speak. 9 
Ger.or Fr. " 9 
History 3 

Political G'eog. E 
Military Sciei. 1 
Gymnastics & Drill. 3 
Psychology 2 
35 



Third Year. 



Morale 
ClesSlos 

Chinese 
SconomiGS 
English Speak. 
Gr.or Pr. " 
European Past. 
Elements of law 
j.V-ilitnry Science 
G-jmne,s, & Drill 



Hours 

per 
week. 

1 

2 

4 

2 



8 
3 

3 

3 

F6~ 



TaLleZXV. Course II. (Preparatory for Scientific Course) 

Third Yr. 



"irst Yr. 




Second Yr. 


iJorals 


1 


IJorals 


Classics 


a 


Classics 


Chinese 


3 


Chinese 


English Speak. 


8 


English Speak. 


German or Pr. 


8 


German or Fr. 


Mathematics 


4 


Mathematics 


Drawing- 


4 


Physios 


IllMtrary Scii: T 


p 


Ojiemistry 


Gymnas. & Drill 


3 


Drav/ing 
Llilitary Sci. 




frr 


Gyianas.& Drill 



36 



1 Morels 

2 Classics 

2 Chinese 

7 English Speak, 

7 German or fr. 

4 i,fe,t hematics 

3 Physios 

3 Chemistry 

3 Drawing 

1 Liilitory Sel. 

_a Gummas. & Drill 
36 



Tahle JUl (' 



SulD^ect 



?iiae percentages of the suhjects) 
Course I Co 



Total v/eek hours 



urse II. 



Morals 3 

Classics 5 

Chinese 13 

English 26 

French or Gennjin 26 

History 9 

Geography 5 

Mathematics 

Science 

Ps7/ohology 2 

Law 5.; Seonomics 4 

Drawing 

Militarjr Science 5 

Gymnastics >^; Drill 9 



perc 


sent. 


2 


7/9 


5 


5/6 


11 




E4 




24 




i 


1/3 


4 


1/2 


1 


3/4 


3 


1/2 


4 


1/2 


8 


1/3 



Total 7eek Hours Percentafre 



1. Imperial Code of Education, 'Vol. V, p. 61 

2. Ihid. , p. 63 

3. Ibid. . 



3 

5 

6 

19 

18 



14 
11 



2 


7/9 


4 


1/2 


5 


5/6 


17 




17 




IS 




10 




8 


1/3 


4 


1/2 


7 





61 



IV , tJnlvers Ity Sduoa t i on . 

The lu-iiverGit:'' io :-o •■:! rr i-i proieasional men in literatrirc, 
arts, and aoienoe* Its, duty is to prqyiae for Glilna a ■body of raen rho 
will "be able to meet in r acientiflo way the pro\)iems iJTtileli China is 
TLQVJ faeing. and whioh she must solve. Futtire leaders of the nation will 
■be imdoiihtedly- piofeed from this group of men vrho «re highly selected. 

I'he university is oomposea of n group of profesf^ionrl 
schools whioh ara strictly sreoisliKed. . Ench school iv. turn oonaists 
of different branches of speoi&liEation; only one tranah o:^ ;.vhioh the 
Btudent is allov/ec' to take, 't present, however » ..not all of these 
professional schools have "been sstatilished, There are rt present tlxrec 
universities. The Imperial Pei-^yany University is the oldest. It has 
'i-mt two depnftmeritB,' law'and engineering. . The next is the Imperial 
^.ensi University. ?his has tht©e departments, Isiw, applied science, 
'id engineering. The last and 'fkt TarPr'est' is the Imperial Peking Uni- 
vGrslty recently estal)li3heB >y:, the oectral govermaent, v/hioh .just 
beCTu v/ith school of classicsj sohoo^l of law and political science., 
school of 1 ajaguag© ar4. literatra-e, school of applied science (ohemls- 
t-'-y and geology), school of agrioultiire i school of engineorlne (civil 
:-^d riining), and school of coim^ieroe (hartking- and insurance). 

The follov/ing is (the proje^ot laid\dowji f or a complete ujii- 

vnrsity which will he ovrri^ qjut '^r"' ti'ie Izaper:'--! "-■iversity of Peking 

K "' l' 
in the course of '■ ■>■ ; "cars': 



1. Imperial Code of Education, vol. T, p. 43. 



62 



2'h.e University , 



1. School of Glnsslcs ( 



{11 Toranches each, representing a type of 



(elnssio. 



2. School of law and rolltloal Science ( 



f R. . law 



( h, political science. 



3. 



School of Literatnre 



f a# Chinese literatiH"e. 

f h. General literature, 

( 0. Geography. 

( d, Chinese language. 

I e« Sngliah Language and literiiature, 

{ f. Prench language rnd llteratv-re, 

( g, German langiiage and literature. 

( ( H, i^ussian language and literature. 

{ 1, Japanese l&nguage and literat"are. 



4. 



( a. physic iana & surgeons, 
Sciiool of r.iefl io ine (£ 

( h , pharmacy 

(a.. Mathematics 
School of 'ppliefi 'joience ("b, /'stronomy 

(o. phj/sicB 
(d. Chemistry. 
I e. Biology 
(f. Geology. 



School of ■ s-rieulture ( 

f 
( 
( 



agriculture 

agriculturrl chemistry. 
Forestry 
Herding 



School of Engineering ( 



ClTil 

(b. /.viechanical 

(q. Ship building 

(d. military engineering 

(e. Electrical 

(f. arch-ptectural 

(g. chemical engineering. 

( h , Gun-p ow der . 

(i. li'ining 

(j. 



8. 'ichool of Commerce 



fa. Banking and insurance. 

fh. Commerce and trpinsportation 

(c. customs and administrations. 



.0) 



63. 



The following schools have o-lready "been oarried out: 

I. Iraperial Pel yanj^ university 
a. School of law 

f ClYil 

h. School of engineering 

(mmining. 

II. The Imperial Shensi uniT^rsity^''^ 

a. School of l--i'7. 

13. School of applied sciences ( Chemistry 

civil 

c. 'ohool of fenpineering 

mining 

III^ The Imperial Beking university 

a. School of OlasslcB ( 4 hranches 

D. Johool of political science ---- 

(political ■■cicnci 

0. 3chool of literati^re (a, Ghinese 

(Id. Foreign langnage 

d. School of applied science (a. Ohemistry. 

f b, 'Jeology 

e. School of /'igrlonltTire (agrlcxiltiTre 

(civil 

1. School of Engineering 

(mining 
g. School of Commerce { Banking and Insurance. 



1. ThJrd Catalogue of the Pei-Yany University, 1908 p. 13 

2. Calendar of tho Imperial Shensi University, 1908, p. 36 



•VClXol 3:1 



65 



Vocational Education"'; 

There are threo grades of regtilar vocational schools: namely, 
the lower, the niddle and the higher. These differin their entrance 
requirements, each havinf> its speciel reatiiroment as to the amotmt of 
education their students received in the cultural schools. Each of 
these grades is further differentiated into three "branches; agricul- 
tural, engineering, or technical and commercial. A school larnr include 
as many of these hranches as it deems fit. The lower grade is estab- 
lished for -boys at the end of their lower eleraentary education -ho 
have reached the age of thirteen; the middle gr..de is for students who 
have gone through the higher elemer^tarv and have passed the fifteenth 
year; and the higher grade. i.hich is really a semi-professional col- 
lege, receives graduates of the middle-schools. The length of any 
course in these vocational hrjinches is usually three years. 

3?he com..on purpose of these various vocation..! schools is to 
prepare students for agriculture, railroading, commerce, indi^stries, 
and the like, and thus to lift up the economic level of the nation ' 
and the people. 

^ 2 

The Lov/er Grade 

The agricultural .chool of this grade has two courses; agrH 
culture proper and sill.-culture. l^heir currioul. are divided into two 
groups: the general group and the technical group, the fornier is com- 
mon to -bbth the courses. v;hile the latter is special. 

a. Tno general group: morals. Chinese, arith^netic. nature-study, 
and gymnastics. 

2* iMd^lt^'gf ^'°^'' °^ Education, ¥ol. YJ. 



n-. 



,0£: 



■jasxriiiO ^'e,lm.'. 



65 



la. 1!'hc teolinloal Fxovcp'. 

for agrlGTJltxire proper: 
soil 

fertiliaors 

flsannfEOt'ure of agricultural implements, 
dorfloatlof.tlon of .rtr!.iirials, 
diseeses of worKis 
temperature 
praotioe; 
for silk-CTilture; 

anatoKcv of silkv/oria 
f.inliiial pliyalology and hygiene 
silkvform feering 
silkworra 'breeding 
reeling 

trsatmont of v;hlt© miii'berry trofss, 
teiapersture 

soienoe of a£Tior4titre 
pr,'..ct:!oe. 
B, The teohlnoal soho-a of the lower grade. The following rre 
the courses projocted for this school, :. school however does not 
need to offer every ono of them, its loc.n,l demands vi'ill detorfsir.e 
whfit it ought to offer. 
"ho courses are: 

1. civil enf^-jincering (eleiaent.-ary) 
£« iron-'5'ork 

3. ship-buildirtg 

4, electricity 
filning work 

6. textile 



66 



7. painting 

8. ardiotecture 

9. drawing 

Like those in the pgrlculturei SGliool, the conrse of stiidj- in 
this school is iriacle up of two lines of studies, the general and the 
technical. The general group consists of the following suhject: 

morals 

Chinese 

arithmetic 

physics 

eheiaistry 

drav/ing 

gymnastics. 
The technical group on the other hand aims at speGi<=iliz--ition, 
In reviewing the ma.terials so far at hanci , the "^/riter found that 
the course ViThich have heen offered hy most of the schools rre: iron- 
work, textile, v/ood-worls, archecture, painting, and drs.v/ing« Civil 
engineering, ship-huilding, electricity, and mining; work wre too ex- 
pensive to he given in the schools of this grade. 
G. The commercial school of the lower grade. 

The follov/ing are the subjects usually given in this school; 

morals 

Chinese 

arithmetic 

ge,ogrff.phy 

"bookkeeping 

commercial products 

commercial ls.w 

practical v/ork 

gymnastics 



67 

^^ 1 

Tlie !>"iddlG Grade 

A. The SGliool of agrioultiire of the middle grrade. Three ooTirses: 

1. agriciiltiire proper 

2. silk-oulture 

3. fishery- 
Like the courses in the lorsTer grade, the course of B±xid.j of 

each oourse in this school ^Iso h?is a general group inoltiding the fol- 
lowing subjects: 
morals 
Chinese 
mathematics 
physics 
chemistrj* 
na ture- study 
agricultural economics 
The technics,! group: 

for agriculture proper: 

soil 

fertilizer 

manufacture of agricultiiral implements, 

horticulture 

agric"tiltural products 

silk-worm feeding 

disease of worms 

temperature 

principles of forestry 

writer supply 

pr;---ctice; 

1. Imperial Code of Education, Vol. vll, p. 15, 



68 



for silk-eiiltiire; - 

anatomjr of silk:-?.'orm 

plijaiology ana pr;.tholDgy 

silk-^orm "breeding and feeding 

reeling 

treatiiient of mulberry trees 

tamp era ture 

principles of ^vgricnlture 

praotioe; 
for fish.er?7: 

There are only a fev7 igchools of this Isind in Gliina' at pres- 
ent; the course of stTidy has not hean worked out in many lines. 
B. The technical school of the middle grade, Sine courses: 
1. civil engineering 
E. iron- work 

3. ship-huiMing 

4. electricity 

5. wood-vrork 

6. mining work 

7. textile 

8. painting- 

9. drawing* 

The general group of suhjects common to p.ll courses: 
morals 
Chinese 
mathematics 
physios 
chemistry 
drawing 
gjrBmastics. 



69 
The technical group: 

for irori-v7or>:: 

impleiaent s 

principles of roalciTip: machinery 

principles of mechanics 

force 

drawing 

practice; 
for civil engineering: 

surveying 

river construction 

railway "building 

"bridge building 

drtr.vjing 

practice; 
for electricity: 

principles of electricity 

worlcing of electricity 

force 

implements in factory 

principles of mech'rnics 

drrv/ing 

practice; 
for ship-building: 

huilding plane 

implements 

principles of raechenics 

force 

pr'jctice; 



70 



for ?70od-wor]k and prclieteot-ure: 
building stone 
evolution of building 
aeatlaetics 

iraplo,ments 
iOroe 
praotice; 
for mining worlr: 
geology 
mining 
metallurgy 
force 

principles of meohonlos 
assa,5ing 
surveying 
pra-cticG; 
for textile: 

principles of textile 
cliemiBtry 
dye ing 
dravving 
mechanics 
practice; 
for painting: 

principles of printini? 

history of painting 

drawing 

chemistry 

prMctice; 



71 



for drawing: 

history of pp inking 

chemistry 

coloration 

drawing 

study of products 

practice; 
C. The comruercial of the middle nrrade. 
a. General group: 
morals 
Chinese 
raa thematic s 
gjTama sties 
"b, technical group: 

commercial geography 

coflimeroial history 

foreign language 

commercial law 

economics 

ho okke oping 

study of comaiercirl products 

prf:,.ctice. 



'512 



III X 

The Higher Grade 

A. The agrici'-lt-arBl college. 
Three coiirses: 

agrloulturfil proper 

forestry 

voter inar;^ science 
The oonrses in forstry and veterinary:' science ho.ve not 'oeen given. 
The GO'arse in ngricizlture consists of the follov/ing suhjects; 

agriculture 

horticulture 

agr icul tural cherc i s t ry 

diseo,ses of plants 

si Ik- worm breeding 

generp.l hr ceding 

fishery 

Veterinary 

geology 

soil 

fertilisers 

surve^-ing 

mathematics 

physics 

agricultural rirts 

temperr-ture 

elementary economiSs 

agricultural econoaiics 

adiflinistr.ntion in agriculture 

colonisation 

gjrnmastics 



1. Imperial Code of Educi^tion, vol. IIIp. 9 



7S 



B, Oollego of engineerings. 
Eleven coiirscs: 

industrial chemistry 
dye ing 
textile 
archdifeeeture 
meohanies 

electrical engineering 
olvil engineering- 
mining , engine er ing 
ship -iDuil ding 
liainting 

drawing and fine arts 
The courses that. have heen given are sb follows: 
industrial ohemlatry consists : 
factors?- .mechanics 
assaying 

industrial sheEJ. atrjr 
cle c tro -ohemis try 
practical work in factory, 
mechpnical engineering consists: 
iron end stoel 
force 

electricity 
mechanics 
factory 
electrical engineering consists; 
electj'icity 
force 

electrical arts 
mechsmios. 



74 



factor;^ voxk 
sivil engineering consists: 

stirve2?"ing 

railroad and rord 

river-VYork 

iDridge 

mapping 

practical \for!k: 
ffiininfr engineering; consists: 

geology 

mining 

assaying 

extracting ores 

Qurver/ing 

meeJianics 

mapping 

practical work 
0. The Gollog-o of CoiE'Deroe 
The course consists: 

ooiMieroiB.l ethics 

coitt^ercial writing 

GommGrcinl mathematics 

commercial geog•rr;^phy 

coraEercial history 

accounting 

c mn e r c 1 b, 1 pro dn c t s 

general economies 

political econoay 

principles of budget ting 

civil lavTs 

commercial lav/s 



75 



foreign language 
praotic;?!.! worls. 

I? 1 

Trade oc'iioolB. 

Tlie three grades of regiilar yocatlonal schoolB as deseri'bed 
alDOve are intended to have a higher prupose thGii merely trainiiig boys 
to hecoi;ie industrial worlsers. I?or fhe latter purpose there are some 
trade schools estrhlished in r few large cities for those childran at 
age twelve who for one reatson.or other failed to hnve an elementary 
education. The object of these schools is to teach some prectical 
trade like carpentry, painting, printing, textile, el56. as local con- 
ditions deiii;^inds. The length of any trade course is from six months 
up, The schools arc absolutely free to all* 

'The courses of study are vorjr fle;<ible, so rs to fit indi- 
vidual eireui!33tances. Only two subjects are required of every pupil; 
these are morals and Ghinese. If the studentfs time allows aritlimetic, 
^p.ementary physics and ohoin:' B';ry, drawing and gyBmastlos ar^ to be 
added. 

'j?here are also a nraiiber of schools of the same character 
for adults v;ho have alread;,?' been in the practical trades, but aspe^.ndt 
trained to solve their problems intelligently and scientif loallyj As 
no materials are at hand to shovv' the exact courses In such schools, 
the following quotations from Dr. Flyer's report 1909 will suffice 
to present a general feature of the institiitions: "Handscraft-aen 
were invited to ooKe from the remote tovms and villag-ea to learn the 

1, Imjierial Code of Education, vol. VII, p. 30 

2. Ibid, p. 32 

Slyer: Sept to the Board of Pie^-onts, Unaverslty of California, 190a 



76 



newest pjid the mcst econoraloal methods of ce.rrjring out vario'-.TS trades 
or art v/orlt "by courses of aotiial practice. In the estahlisliment at 
Tintsin I xoimd no less than ten departments in sgUw.! operation, 
with a large showroom and ao.le room where the yarions products oonld 
he trammed and purchased or orders tp-sen. In this way the school Is 
to ^-^ certain extent rendered self-support inp. The departments of 
most interest to me were textil maja-ufact'ore, potter:/, eartHware draw- 
ing, paintinp, ca.rving- «,nd scnlpttire, Incifer matches, wood, iron and 
metal work, electric opparatns, einhroidery, woolen rnprs, mattings, and 
scientific apparatus for elementary e'diicational purposes. These 
schools of practical indiistrj^ are laying fotindatione for more real 
valne thrn military and navy science which are raede th occupy the 
foreground in almost every picttire of Ohina,'s progress in cix'-ilisation" 

V, 

1 

Education for Yocrtional teachers. 

Schools J^ave heen estahlishecl to prepare teachers for the 
lower, the Eiddle vooationol education, and the trade schools. Two 
classes of students are admitted to tliese institutions; those who have 
completed their middle schools course, and R-rr^duatos of the low-r 
normal schools. There are three departments in the schools, one which 
prepares teachers in agriouliaire, one for enirineorlng, and one for 
comme'roe. The first and the last coiirse cover two 7/ears, while 
the second covers four years. 'Besides the technical sxxhjeets that he 
will have to teach, each student is requireci to spend sometime in for- 
eign languages and pedagogy. 



1. Imperial Code of Education, Vol. YII, p. 31. 



77 



V..COI0LUSiOI. 

I 

General features of Lhe Educationsil System. 

Some of tiie important ohnractoriBtlos of Ohinese sohools, 
suoii as the separation of the tv/o sesres in the el&ment^ty schools, 
the great emphasis on m&ral pnr classical ocliication, the -uniformity 
Of the edxicatlon&l system, eclir.cstion p/3 a state fi^notion, and finally 
the comhinction of "^-aropean, American, and Asiatic arstoms, h«ve been 
incident P.II3'' hroi:!p-ht out. There are still other characteristics which 
are peculiar and important in educational system in Ohina. 

First, there is great definiteness in the aims of education. 
Unlike America, where edTication is without purpose, Ohina has general 
ains for the educational system as a whole and particular alms for each 
class of schools and these aims are formulated in clear conceptions 
and clean cut stntoments. 

In viev/ing ed-acational prohlems in Oriina one must rlviajQ un- 
derstand the forms of other institutions of governroent to which the 
schoo3i system in --encrrl"' corresponds. Theoreticallj'- Shlna is rn aTaso- 
lute monasehy, hut in practice she is not. The omnipotent pov/er of the 
emperor is ohoelcod hy popular opinion, Sociolly, the lowest peasant 
can rise to the lilghest position of the empire if his ahility warrant 
it. Since education is completely controlled by the state, the p;overn- 
ment has a full sway and can say that certain schools are founded for 
certain wealthy persons and pertain others for the poor, hut in ac- 
tual make up of the stixdent hody, the choice is left to the people. 
The poor are not harred froa entering the cultural schools and forced 
to go to trade schools; their economic condition will he the p;nlde of 
the choice. T'mis on one hand the POven'L'nent has freedom of nstahlish- 
ing f*ny kind of education it deems fit, and on the other, - freedom 
of choice of school is a reall ecju-^ill opport-.^nity to .-11 clrsses of 



78 



people . 

Thus tlie ftmdajaental question of eduoation is settled, and 
edticatdys are free from embsrasment, 

Secondly, the ediicational ladder is definitely defined (see 
the diagram under the system of schools). The definitions of elerjentar^j 
secondary, and higher education, and the promotion froa one ^^rade of 
school to fiiother .are positively formulated withou any debate, 7or 
instance, the l%her school is strictly p-repsratory to the university; 
If any one d©es not intend to go to the latter institution. It v;'OT-!ld 
not he acivisaule for him to toJke a aonrBe in the forraer school. 

Thirdly, the five-years' elementary education (will soon he 
four years) is i-lie' education for the masses. It is intended to he 
free, universal, and compu.lsory. Differentiation for future careers 
will hegin at the close of this coujrso. The reason for the shortness 
of the cojdffiion edncstion is hased on the poor economic conditions of 
the people at present. 

fourthly, vocational edtication is planr,erl for ei^ery hoy of 
the land. In loo::ing over the diagrais imdervthe system of schools, 
one will notice that every gitade of oi^ltural school is crowned with 
a vocational school. hove the lower elementary there is p lower 
vocational scho-^1; ahove the hiRher elementary, a middle vocational; 
above the middle school a higher vocational; ^nd finally, above the h 
higher school, a university. Obviously, tlie first three Golumns ex- 
hibit the courses for the farmer, artisan and merchant, while the 
last and highest coli;jnn shows the courses of the scholar. The first 
three classes will he enga|-dd in the development of the resources of 
the country, while the. responsibility of the last :/ill be in the or- 
ganisation of ins tit-tt ions, in the administration of government, and 
in other leading purposes. 



79 



Piiiallv, there is ciontlrraitj 9nQ. oorrelntlon of studies. 
Leaving out the elementarry scliool vrhich is cordon to all, the subjects 
in the wiaaie sohool are well oorrelated with those in the hi^-her rr.d 
further with those in the unlversitjr. If one expeoto tc : ,. eci- 
entifio courae in the imiverslty. he nuBt enter the scientific group 
wliile in the middle school, and must further toko the courco II (see 
table IJo. ATI), in the higher Bchool; and the suhject-matter for the 
courses of the schools is often prepared in such a way that the- do 
not .onfuso; one must aiticipate the other. This oontinuition of cours- 
es is made possihle hecause t].e courses of stud" for all schools from 
the element. rj to the university are prepared by a single hody - 
the Gentrai:,' Board of Education at Peking, 



II 
Defects and difficulties. 



In consideration of the educational situf-Uon in Chin? one 
must realise the various difficulties ;7ith ..hich she h.s to struggle. 
First, she is livin;^ in en age of strenuous activities. Political. 
social, and economic reformB ere constantly dividing her attention 
and effort, and conseauently no concentration of cither attention ana 
effort.be tiven^to e^^.ation...-.-3ecCndly. the history of educational 
refer, .ust not he overlooked. The nation was euddenl, called upon 
to solve the .ost oo.ple^ problem that she had ever .et ana she was ' 
without preparation to solve this problem. finally, must he under- 
Btood that this is a transitional age; a bridge .s being built between 
the old and the new civili..tiona. and everything is passihg fro. the 
one to the other, hence the friction between the old and the new i- 
deas of education is naturally expected. Under such circumstances 
-i^ defeats have already appeared through the various difficulties 
in the vTorking of the educational system. 



80. 



Tha greatest difflonltjr is the l9.o'« of qp-antity and otiallty 

of teaohers. As it lias neen said before vjhen. the educational reform | 
was annoanoed, tite nation v;a3 totally imreparec' for the new task. 
The governors and viceroys v;ere directed to open new schools, hnt there? 
was only & handful of teaohers in the empire availphle for the ser- 
vice. These teachers v/ere ni-inly drawn frora the few government schoolte 
that were established before the educationrl reform, and missions 
schools establishes by the foreign missionary boards. The demrjid for 
teachers was so great, that the supply emcunted only to a drop in the 
bucket, 

irnile the general search for teachers v;a.s going on, there 
were three plans adopted to get men for immediate service. Tirst, im- 
portation of teachers from abroad. 'Ihis was done with great difficul- 
ty for tv70 reasons, first, high salaries were demanded by foreign 
teachers, rnd second class-roam instruction had to be conducted through 
interpretation. The second method was to send students to the Japan- 
ese normal schools in Japan where a short course of sir'isontl.s was of- 
fered to them. The mimber of these students was approximately ten 
thousand. Ifhe last plan was to open normal schools trainging teach- 
ers at home. Scholars of tlie old schools havinp- a thorough knowledge 
of the Chinese language and classics were talcen to those normal schools 
and instructed in the subjects of the modern curriculum for six months. 
'^:a±B plan furnished a considerable number of men. 

from the beginning to the end. these throe plans of getting 
.cacaers were rggarded or^ly as emergency measures. It did not take- Ion- 
long to find that the work of these cuick-lunch-teachers was uns.tis- 
fac*d,ry. About the year 1906 .11 of these pl.ns were abandoned. 
foreigners were le.s employed in the elementary schools, the students 
in Japan were forbidden to take .he short course, and the co..rses 
m the normal schools at home were mxxoh lengthened as theystand at 



81. 



present, (see table xTo. I). This was the situation of affairs at the 
early pnrt of the deoad^e of er'uGational reform. Tout in recent years 
the situation has heen mtiGh improved. 2he normal schools are produc- 
ing hotter men although the quantity is not so large as before on 
account of the a^bolition of the short cora:'se. According to the second 
report of the Board of Ea^uoation for the year 1908, all normal schools 
ha.ve 'begun to give the complete course (see table no,. ) in which teach- 
ers H'ill he undouhtedly hetter equippec' although the country will 
still he h&ndicap-;;'ed for sometime in securing sufficient quantity. 

The nos:t difficulty that has hindered the working of the 
educational systeai is the lack of otislified officials in achministra- 
tion. To put old officials into the ydiiiinistration of a completely 
aew educational organ is like putting new wine into old hot ties. ?rom 
the head of t^i© Central Boprd of Edxioation down to the principals of 
the elementary schools there , has heen general ignorance of educational 
principles and administration ttntil very recently when a swarai of 
foreign eruoated students have returned rapidly replacing them. 

The third difficulty is the li-.ek of funds. In looking over 
the school finance in different countries, there are generally tliree 
principal sources of income; appropriation, taxation and endmmient. 
I'either of these can he found in China, to -a great extent under tiife 
present circumstances, as many great tasks have been Inid upon her 
shoulders as she can possibly hetr. She is undergoing a thousand 
lines of internal develo-pment and at the same time has to prepare for 
national defence from outside attacks which is likely to corae -^t any 
Eioment. The national budget for 1911 will be sufficient to show the 
difficulty. In the budget the tot-'l income for the year is estiras.ted 
296,915,E72 taels, v/hile total expenditure roaches 333,058,364 taels, 
making a deficit while has to ho rnaae up of 35,000,000 taels. "■ c 

1. Memorial of the Soard of finance to the Throne, 1910 on the U'-tional 
Buget, for 1911. 



82 

principal items of eXi)endlture are: iQllitr^ry, 97,498,659 teals; post 
and commxmication, 56,703,864 taels; foreign debts, 51,640,962 taels; 
while education has only 16,149,500 tpels. Altlaoiigh the figures are 
not very relialDle, yet they give us some idea of relative amount spent 
from different items and the small appropriation for education t}.xat the 
governiiient could rcake. 

lext is taxation. There is neither a system of 'generel taxa- 
tion nor local taxation for schools. In Chili province there is 
some income from a special tax urion deeds of tizansfer of rcril estate 
but the amount received is far from being sufficient for school sup- 
port. The old system of education required little or no tax?:tion, 
and no system of revenue '/^as ready to j^rovide for tLe change. I'he 
people r;anted mew schools, but were not eatjer to be tpxed. I'o endow- 
ments oould bo depended upon, for the idea of mekinp, endowEHEnts i30"-7c. 
"schools is absclirtely ne^. Occasionally however there are large gifts 
made by individrials inablely a great mF^.nj schools to exist. 

The principal sources for school f raids at present are govern- 
ment revenues and local tempjo funds vvhioh, however, are just enough to 
lacintain schools in rietropolltan cities and rich communities. Often 
tlr/ies schools in villages closefl their doors on account of the lack of 
support » 

The fourth difficulty is the lack of good text books. Tfext 
books are bound to play an important part in Chinese efluoation for two 
reasons: first, the Chinese are accustomed to use books, generrlly 
lacking to books for authority; second, because the large proportion 
of teachers are lacking in experience and information as well as in 
control of method apart from the text. 

r>ooks were hastily prepared and the translation of techni- 
cal tei-msto ar ideographic Isnguage is exceedingly difficult. Poreign 
proper n^mes especially can be translated into good different oharact- 



83 



ers have made teaciiers confused, furthermore scientific I'Ooks for 
advancGd courses have heen translated only to a vory aiaal.'' extent, 
Most of the sclntific courses given in the middle schools, technical 
schools, '^nd all higher institutions of learninc have to he taught 
directly in foreign languages. 

Thus the Irck of a imified ay stem of tre>.:rtS;lation and large 
c,"urntity of soidniifio hooks have cheoked educational progress*' #ith 
the view of ronedyine: this defect, the Bor.rd of; Sduoatlpn; has recently 
estahlished a hureau of translation at Peking the ohjeot of which is 
to revise scientific terms which have translated and to put them into 
the same characters, and ooupose new characters for those not yet 
translated. 

h do sen or Eiore difficulties may o-q mentioned .that -have 
caused the defects in workinj^ of the oducationtil systom, Imt: tJiese prin- 
oipaX ones suffice fco show how, Jiard -a .■;tajsk./it vis with which China has 
to contend. 

Ill 

The Outlook. 

In considering the varioijs difficulties and defects, the 
progress in educ£^tl.on in Chins ha,s heon iyiore,:t1^h.f,;n ,Qne could erpeot, 
in the tahle no ^^' the second report (latest) of the Central Board 
of Education fo. the jear 1908 shoves the soho :.l atti^»danoe of the 
year increased almost 50 percent and the nijipilj^r pf sohpols ahaut 20 
percent over the previous year. Peking its^^^f ; inorep.sed one-fifth 
in school attendance ;md one-fourth in the nuaher of schools. 'gain 
in the Oh;)rt^s ^o. 1 ,&,i;t*,.i5hg;,f%^i3?^av:Show the increase in the school 
attendance and the number of schools from 1903-1909 in Chili province, 
one of the most progressive provinces; and the same from 1903-1907 in 
ii^ugian, ono of the most conservative provinces, to he very oncouj-aging. 
The generea tendenoy of the. lines is toward the vortical position, 



84 



(See C!ha3"t no, I & II). The. SEiae repoi-t I'lTrther aavs that tliere 7;ere 
more sohools est.-x'blishecl "oj commTOiities and private persons t}ia,n by 
the government as contrasted v/lth the ,p_rovioi2S yef-r, Tliis shows tlie 
interest that the people have beg-un to ta^ce in the eaucation inde- 
pendently of the :rroYornmGnt. 

It is true that the school attondancG as the figures sho?/, 
is extremely saipll, "being a tot'.a of ahout ane cd.l] ion and h-alf for 
400,000,000 people, Eut one mitst reiaemTa©!", the establsMient of the 
now sohools waa really hop/an in 1904; and if wo consider snch s short 
period of time together w.itii.t|-# various difficult ies enumerated, the 
progress In education is remarl^iable,. , /.s Clarence Poe^' says, "T^he 
smallness of soLool attendance reported does not look encourap-ing, "but 
when we compare those, figures r;ith statistics of attendence a feu years 
ago, there is unmlstakahle evidence of progresE. In the metropolitan 
province of Ohili, for exaJivple, I have found tfc^ip© ere more teachers 
in government schools than there --■/ere pupils six years ago, and the 
total attendance has grown from 8, 000. to ^14,687'.' 

Furthersiore the figures in the report do not show the real 
nujaber of school attendance in the empire, for the attendance in tutor- 
ing schools and mission sohools is not Included, iT^., tutoring schools 
are remnants of Confucian instdtutions, wherein a for/ modern subjects 
lilce history, geography, ■■and arithmetic are being added to tlie old 
Confucian eurrlculum, and a ;^hole sdiool is in charge of one xa^n, 
There is good reason to believe that these schools still exist in all 
poor villages .There new schools are not accessible. Llox^ the step has 
l>een taken by the government to turn these old scnools into the new 
*?P,tf o4;l?ieo:4ttenaanoe on the mission schools is also large. In the 
rnissionary Conference at Shanghai , 1907, Dr. A. H. Smith made the 

1. The Second Kept, of the Board of Education for IQQO. 

2. Review of '^^eviev-r, 7qI, 1911. " 



85 



following statistics: the n-u::i"ber ot pupils In Protestant schools wsis 
57,683, and that In Oathollo, 75,000^ 

If the rate of profrresa as estimatecJ. In the report -.vili keep 
on and li>e v/ill Inorease by leaps and jraaps vTl^en a tnifflclont mimher 
of teaoLors oan he prod-acea. bv the normnl sohools, the school machinery 
^xfioiontly aaciinistercd, a new system of local tasrtion Inangureted, 
and finp.ll-/ the oompulBorj^ ediioatlon law eriorce6 , i-^-H thing two decades 
China will possibly te o;no of the best ednoater; nations in the v/orld. 

As eduGsition. is t}ie./basis for nationpl regeneration, the 
vital iniportance of the progress in education cannot be over-estimated 
It will affect &veTj phase of national life. There will be ^reat po- 
litical and soci.a readjustments . In fact men hf.ve already be^un to 
see their right in eoTernment by demanding a conBiitntinnal government 
which v^lll be granted in 1914. ^omen hove be^,un to be discontented 
^ith their position in aoeiety b^i demanding bettor treatimnt. Ag to 
the econonic and industrial developnient, the change .111 even be more 
pheno.nen.l. -he richeBt l.bor market, the best agriniltu. al aM the 
groate3t nlnin/r country in the ^rold .Till be sufficient to make a 
theatre of groat activities. 

'ftor t}ie internal improvement is well oerriea or:t, it ig 
safe to predict bhat the ultimate object of the nation ..ill be a re- 
adjustment ..1th t]ie •European powers a>.d Japan whose selfish motives 
in playine tbe role of Far-eastern diplomacy can never be dropped 
from the memory of the citizens of China for raany generations. T].e 
history • the !^uropean-Sastern diplomacy is a history of intrieu, 
and crimes. It la not too exaggerated to say that the so-called 
Chlno-European com..er^^e h.s no higher ideal than to teach the Ohine. 



Tea 



;se 



1. Outlook: Vol. 91. Article by Jiorton. 



86 



people to siuio^e opixiai :-r;.a to a.rink l^eer. Finslly, the progress dn 
China will 1)6 n positive aclA^&noe for the Tiorld's cosmorce. Unlimited 
resources and 400,000,000 of people will make a great marked for st!.p- 
plies and a great oonav-raer of uiantifactured i^-oods. 'D-ie Sastern shore 
of the Paclflo is bound to 'bo the greatest com:..eroial oenter an the 
near future. 

'2o the st-adont of polltloal philoso;phy, the friend of hximan- 
ityV- 'fc^'^Q historian of modern history as '«76ll a.s to the student of ed- 
Tioation, the reoent educational reform in China is the one of the 
most remarhahle eTents that the viorld ho.s ever Imov/il' 



87 



Table no « IZYII ■ S eoond Heport of Board of 7.d,uo&t±on Jor 1908. 

7/h.ole Chin;-, (PelcinR not encludcd) 



Glass of Stf-dents 



i;0 of ScLools 



No. in 1907 lio. in 1908 



General ediicatlon 825,838 

Higher " 13,371 

Vooational " 8,480 

ITormal " S6,003 

Sthers " ■ ] '? ^'' , o -^ r' 

Totel 874, 64S 



1907 



35,799 



1,092,582 
17,272 

ID, 503 

23,003 

:'. ,138,o05 

1,284,965 



Inorease "^'ecrease 
265,644 
3,951 
4,923 

138,605 

413,313 3,000 



3,000 



JL208 



Increase 



42,444 



6,647 



Ho, of rJchoolB 



Citjr of Peking. 
1907 1903 



Incre-sse 



205 



45 



1^0. of Students 11,417 15,774 



.f,357 



/ 1?. 



li Reference: The First •: port cf the Board of Ediu for 1907 
The Seoond Report of the Board of Edit, for 1908, 



Ifti 



Chart 



H 0. 






/ ,'^ 






T-^ 



i 



T 
n 



T V. « 



C H A R T 



6C 



N 0. 



JL 



"l 



I HI" I 



111 I ID 



(Uom 



ItiiOit 




j^ r 



N O. 



jr 



^ <^^ 



(77 



7- 




BIBLIOGRAPHY, 

1. Shu-pTi-cliang-Ghing (The Imperir-l Code of Bdiieation, new edition, 
OommerGlal Press, Shanghai); vols. 1, 2, 3, 4, 5, 6, 7, &. 8. 

2. Ta-ohing-hsuan-t-ung shin- fa-ling (The Hews of Hsiian TTing): vols. 
18, 19, Sc £a. 

3. Gteo-yu-jai-tsee (Educational Keview) : vols, 1909, 1, £, 7), 4, 5, 
5, 7, 8, 9, 10, 11, 12, 13, and 1910, 1, £, 3, 4, 5, 6, 7, 8, 9. 
10, & 11. 

4. Shii-pu-Kwan-how (Monthly reports of the Board of ^^aucrtion, Peking 
1907 So 1908. 

5. Lian-hu 3si-fan Shu-tnng chian-yee (Lectiires complllec. for the 
Two-hxi normal College): vol. 1. 

6. flyer: Eeport to the Board of Regents, University of Calif orni? m 
Chinese Education, 1909. 

7. 'Jilliam: History of China. 

8. Pei-yang University Biilliten no. 11. 

9. The Yearly Program for Constitutional Prepars.tion. 

10. Tintsien Y-u-yu-po (Daily news): Hsuan-tung 2nd yr., in rnoin. , 17 th (? 

11. The Piret Eeport of the Board of Sducation, 1907, Peking. 

12. The Second Report of the Board of Education, 1908, Peking. 

13. The First Report of the Provincial Board of S^ucation of Chili, 
1907. 

14. The Third Report of the Provincial Board of Edr cation of Chili, 
1909. 

15. The Pirst Report of the Provincirl Board of Education of Ru-pei, 
1907, 

16. The Pirst Peport of the Provincial Board of Education of PungtDn, 
1907. 

17. The Third Catalogue of the Imperial pr-e-yang University, 1909. 



11 



18. The Calendar of the Imperial Sliansl University 1908. 

19. Two-hu lormal Golloge Catalogvie. 

20. Two-kwang Higher lormal College Catalogue. 

21. fei-yang Uormal Sohool Catalogtie. 

S2. Two-chi,5in Higher Hormal Schools Gat.^-ao.p;-tie. 

23. 'Tintsien Lower aiid Higher formal School Catalogue. 

24. Two-kwang Higher School Catalogue. 

25. The Engineering College of the Board of Pest and Communication 
Catalogue. 

26. The Pulcln Goannercial School of the middle grade Catalogue. 

27. Shanghai Middle School Catalogue. 

28. F.eviev7 of Eeviev/: The ilew Chine awake and at work hy Clarence Poe: 
li^eh., 1911. 

29. School Review: Soverainent Higher Schools in the 'Western Chine "by 
Sullock: 0. 09. 

30. Educational Seview: Sducation in Hanking, June, 1910. 

31. Ooramissinner Seport 1900: Progress of education in China by the 
Aiiierican Legation, Pekin'^. 

32. Commissioner Heport, 1905: Educational Keform hy wiiHam. 

33. Commissioner i-^eport, 1906: Eauoation in Fuchow hy rnold. 

34. Outlook: vol. 91: article "by Martin. 

35. Science: 27. 1908, The new education in China, by Thuwing. 



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